ERIC Number: ED528186
Record Type: Non-Journal
Publication Date: 2011-Dec
Abstractor: As Provided
Reference Count: 0
Making Assessment Matter: Using Test Results to Differentiate Reading Instruction
Lesaux, Nonie K.; Marietta, Sky H.
All too often, literacy assessments are given only for accountability purposes and fail to be seen as valuable resources for planning and differentiating instruction. This clear, concise book shows K-5 educators how to implement a comprehensive, balanced assessment battery that integrates accountability concerns with data-driven instruction. Teachers learn to use different types of test scores to understand and address students' specific learning needs. The book features an in-depth case example of a diverse elementary school that serves many struggling readers and English language learners.
Descriptors: Test Results, Second Language Learning, Accountability, Individualized Instruction, Reading Instruction, Educational Assessment, Student Evaluation, Evaluation Utilization, Educational Testing, Data, Elementary School Students, English (Second Language), Case Studies, Student Diversity, Reading Tests, Response to Intervention, Reading Difficulties, Instructional Improvement, Instructional Design, Reading Failure
Guilford Press. 72 Spring Street, New York, NY 10012. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail: firstname.lastname@example.org; Web site: http://www.guilford.com
Publication Type: Books; Guides - Classroom - Teacher
Education Level: Elementary Education; Elementary Secondary Education
Authoring Institution: N/A