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ERIC Number: EJ871731
Record Type: Journal
Publication Date: 2010-Feb
Pages: 3
Abstractor: As Provided
Reference Count: 19
ISBN: N/A
ISSN: ISSN-0034-0561
Making the Most of Assessments to Inform Instruction
Risko, Victoria J.; Walker-Dalhouse, Doris
Reading Teacher, v63 n5 p420-422 Feb 2010
Classroom-based assessments are important resources for teachers and reading specialists for informing instruction. Their benefits can be enhanced by designing measures that assess more than single skills, that follow formative assessment principles, and that involve multimodal formats and student responses. Because of the diversity in K-6 classrooms, teachers must know what students bring to learning situations, what they are looking for in all students' performance, and how to tailor instruction that will promote the higher level thinking needed to meet the educational challenges confronting them.
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 4
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A