Complicating the World of Reading Assessment: Toward Better Assessments for Better Teaching

Autor/inn/en	Pearson, P. David; Valencia, Sheila W.; Wixson, Karen
Titel	Complicating the World of Reading Assessment: Toward Better Assessments for Better Teaching
Quelle	In: Theory Into Practice, 53 (2014) 3, S.236-246 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2014.916958
Schlagwörter	Reading Instruction; Evaluation; Instructional Effectiveness; Instructional Improvement; State Standards; Outcome Measures; Educational Policy; Transfer of Training; Learning Processes; Reading Ability; Reading Comprehension; Models; Definitions; Educational Change; Educational Practices; Teaching Methods + Suchen Sie Ihr Suchwort? Leseunterricht; Evaluierung; Unterrichtserfolg; Unterrichtsqualität; Politics of education; Bildungspolitik; Training; Transfer; Ausbildung; Learning process; Lernprozess; Reading competence; Lesekompetenz; Leseverstehen; Analogiemodell; Begriffsbestimmung; Bildungsreform; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In this article, we share with readers our hopes, fears, and predictions for reading assessment in American schools at a critical policy juncture--the production of new assessments to measure achievement of the Common Core State Standards. It isn't just Partnership for Assessment of Readiness for College and Careers and Smarter Balanced Assessment Consortium in play. There is a new stream of progressive-minded pedagogical reform rekindling the fire for higher-order thinking, project-based learning, and learning that transfers to new and different situations and problems. This is a perfect storm--a genuine opportunity to change the course of assessment for accountability and classroom decision-making. Our hope is that readers will find our perspectives useful as we collectively avail ourselves of this unique opportunity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10