Literaturnachweis - Detailanzeige
| Autor/in | Afflerbach, Peter |
|---|---|
| Titel | Reading Assessment. |
| Quelle | In: The reading teacher, (2016) 4, S.413-419
PDF als Volltext (1); PDF als Volltext (2) |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0034-0561 |
| DOI | 10.1002/trtr.1430 |
| Schlagwörter | Sociocognitive; Affective influences; Comprehension monitoring; Standards‐based; Persistence; Vygotskian; Cognitive; Depth of (higher level, literal level, etc.); Standardized; Self‐efficacy; Accountability; Self‐assessment; Diagnostic; Interest; To inform instruction, as inquiry; Reading strategies; Advocacy; Informal; Outcomes; Preservice; Expectations; Sociocultural; Ongoing assessment; Achievement gap; Screening; Legislation, mandates; Attitude; Metacognition; Developmental; Authentic; In‐service; Self‐perception, self‐concept; At‐risk factors; Constructivism; Standards; Metacognitive strategies; Instructional strategies, teaching strategies |
| Abstract | In this article, I focus on three areas of reading assessment that I believe to be crucial for students’ reading development: developing comprehensive formative assessments, assessing the wide array of factors that contribute to students’ reading development, and fostering student independence by helping students learn to use reading assessment on their own. I also describe the consistent and negative effects of high‐stakes testing on related reading assessment efforts. |
| Erfasst von | OLC |
| Update | 2022/1/02 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
