NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1000796
Record Type: Journal
Publication Date: 2013-Jan
Pages: 11
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0742-051X
Teachers' Classroom Assessment Practices and Fourth-Graders' Reading Literacy Achievements: An International Study
Hao, Shiqi; Johnson, Robert L.
Teaching and Teacher Education: An International Journal of Research and Studies, v29 p53-63 Jan 2013
This study, through multilevel analyses of the data of four English-speaking nations (i.e., Canada, England, New Zealand and the United States) from the Progress in International Reading Literacy Study (PIRLS) 2001 database, investigated the relationship between teachers' uses of various types of classroom assessments and their fourth-graders' reading literacy achievement, reading self-concept, and attitudes toward reading. The results showed varied outcomes associated with teachers' uses of different types of assessments (multiple-choice items, short-answer and paragraph writing, and oral communication) across countries and across aspects of student reading achievement. Implication of the study and recommendations for future research are discussed. (Contains 8 tables and 2 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; New Zealand; United Kingdom (England); United States
Identifiers - Assessments and Surveys: Progress in International Reading Literacy Study