Understanding and Using Reading Assessment, K-12

Autor/in	Afflerbach, Peter
Titel	Understanding and Using Reading Assessment, K-12
Quelle	(2007), (216 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-8720-7585-6
Schlagwörter	Leitfaden; Unterricht; Lehrer; Elementary Secondary Education; Reading Tests; Reading Processes; Portfolio Assessment; Performance Based Assessment; Emergent Literacy; Reading Instruction; Reading Achievement; Student Evaluation; Evaluation Methods; Student Development; School Culture; Knowledge Level; Questioning Techniques; Comparative Analysis; Surveys; Observation; Educational Indicators; High Stakes Tests; Cognitive Processes + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Lesetest; Leseprozess; Portfoliobeurteilung; Leistungsermittlung; Frühleseunterricht; Leseunterricht; Leseleistung; Schulnote; Studentische Bewertung; Schulkultur; Schulleben; Wissensbasis; Befragungstechnik; Fragetechnik; Survey; Umfrage; Befragung; Beobachtung; Educational indicato; Bildungsindikator; Cognitive process; Kognitiver Prozess
Abstract	This book will help teachers examine and choose reading assessment in relation to current understandings of the reading process, students' development, and the culture of schooling. Each chapter focuses on a particular type of reading assessment to familiarize teachers with the broad array of assessments available; uses the CURRV framework as an organizing principle to help consider the Consequences, Usefulness, Roles and responsibilities, Reliability, and Validity of the assessment; includes questions and tasks that invite the reader to apply the knowledge gained from the chapter; and concludes with Reading Assessment Snapshots, which highlight important reading assessment issues that pertain to some or all of the assessments covered in this book. This book is organized into the following chapters: (1) Important Issues and Concepts in Reading Assessment; (2) Reading Inventories; (3) Teacher Questioning as Assessment; (4) Portfolio Assessment; (5) Performance Assessment; (6) A Comparison of Two Assessments: An Observation Survey of Early Literacy Achievement (OSELA) and Dynamic Indicators of Basic Early Literacy (DIBELS); (7) High-Stakes Reading Tests; (8) Assessing "the Other": Important Noncognitive Aspects of Reading; and (9) Accommodation and Reading Assessment. An Index is included. (ERIC).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10