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ERIC Number: ED430987
Record Type: Non-Journal
Publication Date: 1999
Pages: 49
Abstractor: N/A
Reference Count: N/A
Using Classroom-Based Assessment on a Large Scale: Supporting and Reporting on Student Learning with the Early Literacy Profile.
Falk, Beverly; Ort, Suzanna Wichterle; Moirs, Katie
This paper describes the development work and research findings of an initiative to create a statewide literacy assessment in New York to inform teaching and learning and report on group performance trends. The Early Literacy Profile (ELP) is a classroom-based, standards-referenced performance assessment for students in the primary grades organized around four purposes for language use: information and understanding, literary response and expression, critical analysis and evaluation, and social interaction. Studies were conducted to see how well the ELP meets these purposes. In 1997-98, 63 teachers representing 19 schools piloted the ELP with approximately 1,215 students in grades 1 to 3. The ELP was evaluated for construct validity, content validity, student performance, and criterion validity. These evaluations found the ELP to be a valid assessment of literacy progress that is technically strong in that it effectively discriminates levels of student performance and can be scored reliably. Evaluations also found the ELP to be instructionally useful. One of the most powerful findings of the studies was the degree to which teachers reported the ELP to be supportive of their teaching and their students' learning. (Contains 9 tables and 58 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Columbia Univ., New York, NY. Teachers Coll. National Center for Restructuring Education, Schools and Teaching.
Identifiers - Location: New York