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ERIC Number: ED488766
Record Type: Non-Journal
Publication Date: 2005
Pages: 328
Abstractor: ERIC
Reference Count: 0
ISBN: ISBN-0-87207-572-9
ISSN: N/A
Reading Assessment: Principles and Practices for Elementary Teachers. Second Edition
Barrentine, Shelby J., Ed.; Stokes, Sandra M., Ed.
International Reading Association (NJ3)
How do teachers respond to the competing pressures of school accountability, high-stakes testing, classroom assessment and instruction? This updated collection of articles from The Reading Teacher can help. Readers will find tools for: (1) Building school assessment policies; (2) Helping students succeed on high-stakes tests; (3) Using assessment to inform instruction; (4) Drawing students into the assessment process; and (5) Choosing assessment protocols for individual students or groups of students. A list of articles for further reading and IRA's position on High Stakes Testing will further broaden knowledge bases of assessment issues. Following the Acknowledgments; and the Introduction, and High Stakes Assessments in Reading: A Position Statement of the International Reading Association, Section One, Foundations of Reading Assessment, contains the following articles: (1) Effective Instruction Begins With Purposeful Assessments (Charlene Cobb); (2) Literacy Assessment Reform: Shifting Beliefs, Principled Possibilities, and Emerging Practices (Robert J. Tierney); and (3) Early Literacy Assessment-Thoughtful, Sensible, and Good (Kathleen A. Roskos). Section 2, Equity and Diversity in Reading Assessment contains the following: (1) More Equitable Literacy Assessments for Latino Students (Robert T. Jimenez); (2) Equity and Performance-Based Assessment: An Insider's View (Marsha' Taylor DeLain); (3) International Assessments of Reading Literacy (Gerry Shiel, Judith Cosgrove); and (4) The Evils of the Use of IQ Tests to Define Learning Disabilities in First-and Second-Language Learners (Lee Gunderson, Linda S. Siegel). Section Three, Gaining Perspective, contains the following: (1) Assessment Conversations (Peter Johnston); (2) Reconciling Polarity: Toward a Responsive Model of Evaluating Literacy Performance (Kathleen A. Hinchman, Pamela A. Michel); (3) Three Paradigms of Assessment: Measurement, Procedure, and Inquiry (Frank Serafini) and (4) Changing Attitudes on Assessment (Bonita L. Wilcox). Section 4, Negotiating the Influence of High Stakes Testing contains: (1) Testing a Texas Mama (Loraine H. Phillips); (2) High-Stakes Testing in Reading: Today in Texas, Tomorrow? (James V. Hoffman, Lori Czop Assaf, Scott G. Paris); (3) The Press to Test (Jo Worthy, James V. Hoffman); (4) Enhancing Self-Efficacy for High-Stakes Reading Tests (Patrick P. McCabe); (5) Behind Test Scores: What Struggling Readers Really Need (Sheila W. Valencia, Marsha Riddle Buly); and (6) Red Light, Green Light, 1-2-3: Tasks to Prepare for Standardized Tests (Kathleen M. Lawrence). Section Five, The Assessment-Instruction-Assessment Cycle, contains the following: (1) Noticing and Responding to Learners: Literacy Evaluation and Instruction in the Primary Grades (Karen R. West); (2) Focused Anecdotal Records Assessment: A Tool for Standards-Based, Authentic Assessment (Paul Boyd-Batstone); (3) Reading With Amy: Teaching and Learning Through Reading Conferences (Sharon Ruth Gill); (4) FAQs about IRIs (Scott G. Paris, Robert D. Carpenter); (5) Measuring Children's Reading Development Using Leveled Tests (Scott G. Paris); (6) Miscue Analysis in the Classroom (Lynn K. Rhodes, Nancy L. Shanklin); and (7) Nathan: A Case Study in Reader Response and Retrospective Miscue Analysis (Rita A. Moore, Karen L. Brantingham). Section Six, Involving Students in Assessment, contains the following: (1) Diagnostic-Reflective Portfolios (Ann M. Courtney, Theresa L. Abodeeb); (2) We Can Charts: Building Blocks for Student-Led Conferences (JoAnn V. Cleland); (3) Student-Generated Rubrics: Bringing Students Into the Assessment Process (Mary Jo Skillings, Robbin Ferrell); and (4) Performance Assessments in Reading and Language Arts (John T. Guthrie, Peggy Van Meter, Ann Mitchell). Section Seven, Formal Assessment Tools contains the following: (1) Teacher Rating of Oral Language and Literacy (TROLL): Individualized Early Literacy Instruction With a Standards-Based Rating Tool (David K. Dickinson, Allyssa McCabe, Kim Sprague); (2) A Test for Assessing Phonemic Awareness in Young Children (Hallie Kay Yopp); (3) Tile Test: A Hands-On Approach for Assessing Phonics in the Early Grades (Kimberly A. Norman, Robert C. Calfee); (4) Measuring Attitude Toward Reading: A New Tool for Teachers (Michael C. McKenna, Dennis J. Kear) and (5) The Reader Self-Perception Scale (RSPS): A New Tool for Measuring How Children Feel About Themselves as Readers (William A. Henk, Steven A. Melnick ). The following are appended: (1) Culminating Activity and Self-Assessment Rubric. A subject index is also included.
International Reading Association, Headquarters Office, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323 (Toll Free); Fax: 302-731-1057.
Publication Type: Books; Collected Works - General; Reports - General
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: International Reading Association, Newark, DE.