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ERIC Number: ED441217
Record Type: Non-Journal
Publication Date: 2000-Jun-18
Pages: 11
Abstractor: N/A
Reference Count: N/A
Appraising Reading Achievement.
Ediger, Marlow
To determine quality sequence in pupil progress, evaluation approaches need to be used which guide the teacher to assist learners to attain optimally. Teachers must use a variety of procedures to appraise student achievement in reading, because no one approach is adequate. Appraisal approaches might include: (1) observation and subsequent diagnosis in such areas as level of achievement, attitude, progress, and comprehension; (2) pupil self evaluation, through communicating content of reading selections to classmates or other self evaluation methods; (3) behavioral journals to measure learner achievement; (4) informal reading inventories (IRIs), which include samples from several grade levels, with appropriate level being decided by number of correct answers to questions and percentage of word recognition; (5) the cloze and maze methods, variations of IRI in which every fifth word of a selection is omitted and word identification and comprehension evaluation are simultaneous; and (6) standardized or teacher-written tests. (EF)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A