This clear, no-nonsense book guides current and future teachers through the concepts, tools, methods, and goals of classroom literacy assessment. The expert authors examine the roles of formative, summative, and benchmark assessments; demystify state and national tests and standards; and show how assessment can seamlessly inform instruction. Strategies for evaluating, choosing, and interpreting assessments are discussed, as are ways to communicate data to parents and administrators. User-friendly resources include boxed vignettes from teachers and researchers, practical assessment tips (and traps to avoid), and 12 reproducible planning forms and handouts. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2′ x 11′ size.
Table des matières
1. Assessment Tells a Story
2. How Do I Know What to Assess?
3. Day-by-Day Teaching with Assessment
4. The Bond between Instruction and Assessment: The DNA of the Classroom
5. Artifacts and Tools for Assessment
6. How Do I Improve My Use of Assessment Strategies?
7. What Does This Assessment Information Mean to Me?
8. How Do I Communicate with Others about Assessment Information?
9. The Assessment Story: Learning from the Past, Looking to the Future
Appendix A. Assessing the Assessments: Gathering Information and Evidence
Appendix B. Assessing the Assessments: Interpreting and Analyzing Assessment Data
Appendix C. Assessing the Assessments: Quality
Appendix D. Assessing the Assessments: Documenting and Record Keeping
Appendix E. Cumulative Feedback Table
A propos de l’auteur
Thomas De Vere Wolsey, Ed D, teaches graduate courses in research, assessment, and literacy at the American University in Cairo, Egypt, and also leads professional development for teachers throughout the United States and internationally. Previously he taught English and social studies in public schools for 20 years. Dr. Wolsey is the founder of a consulting firm, the Institute to Advance International Education, and has developed training materials for the California Department of Education, Text Project, San Diego State University, and other institutions. His research explores how language informs thinking about content and how the interactions of students in digital and face-to-face environments change their learning. He is also interested in the intersections of traditional literacies with digital literacies, focusing specifically on how those literacies affect teacher preparation and professional development.
Susan Lenski, Ed D, is Professor of Curriculum and Instruction at Portland State University, and a former classroom teacher with 20 years of experience in kindergarten through high school. A member of the Illinois Reading Hall of Fame and a past member of the Board of Directors of the International Literacy Association, Dr. Lenski currently teaches graduate courses and conducts research on strategic reading and writing, adolescent literacy, preparing teacher candidates, and social justice education. She has published more than 65 articles and 14 books.
Dana L. Grisham, Ph D, is Professor (retired) at the California State University and is noted for her research on teaching, particularly concerning the intersection of literacy and technology. She has over 80 publications, including books, book chapters, and articles in national and international journals. Dr. Grisham is a past editor of
Reading and Writing Quarterly,
Reading Online, and
The California Reader.
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