ERIC Number: ED488766
Record Type: Non-Journal
Publication Date: 2005
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.
Descriptors: Testing, Reading, Reading Tests, Elementary Education, Educational Assessment, Emergent Literacy, Reading Instruction, High Stakes Tests, Miscue Analysis, Performance Based Assessment, Teaching Methods, Educational Change
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
Authoring Institution: International Reading Association, Newark, DE.
Grant or Contract Numbers: N/A