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ERIC Number: ED501171
Record Type: Non-Journal
Publication Date: 2008-Apr
Pages: 221
Abstractor: ERIC
ISBN: ISBN-978-1-5938-5708-0
Comprehension Assessment: A Classroom Guide. Solving Problems in the Teaching of Literacy
Caldwell, JoAnne Schudt
Guilford Publications
How can busy teachers successfully manage the complex task of assessing their students' reading comprehension? This invaluable book--the first stand-alone guide on the topic--presents reliable, research-supported guidelines and procedures for K-6 teachers to use in the classroom. Through practical tips and realistic examples, the book demonstrates time-saving ways to implement and adapt a wide range of existing assessments, rather than creating new ones. Also covered are strategies for conducting multiliteracy assessments, using classroom assessment to complement standardized testing, accommodating response-to-intervention mandates, and linking assessment to content-area instruction. The book contains eleven chapters: (1) Defining Comprehension: A Difficult Task; (2) Defining Assessment: A Four-Step Process; (3) Assessing Comprehension: What, How, and for What Purpose; (4) Questions: Promises and Pitfalls; (5) Open-Ended Assessments: Powerful but Problematic; (6) Look Who's Talking: Assessing Comprehension through Student Dialogue; (7) Words! Words! Words!: How Can We Assess Word Comprehension?; (8) Comprehension Assessment Proxies: Stand-Ins, Not Stars; (9) Grading Practices: Taking a New Look at Grading Comprehension; (10) Measuring Comprehension through Standardized Tests: An Oxymoron?; and (11) Using Classroom Comprehension Assessment as a Counterpart to Standardized Assessment: A Possibility or a Pipedream? A glossary and guidelines are also included.
Guilford Press. 72 Spring Street, New York, NY 10012. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail:; Web site:
Publication Type: Books; Guides - Classroom - Teacher
Education Level: Elementary Education; Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A