Classroom Literacy Assessment: Making Sense of what Students Know and DoJeanne R. Paratore, Rachel L. McCormack Guilford Press, 2007年4月5日 - 332 頁 Showcasing assessment practices that can help teachers plan effective instruction, this book addresses the real-world complexities of teaching literacy in grades K-8. Leading contributors present trustworthy approaches that examine learning processes as well as learning products, that yield information on how the learning environment can be improved, and that are conducted in the context of authentic reading and writing activities. The volume provides workable, nuts-and-bolts ideas for incorporating assessment into instruction in all major literacy domains and with diverse learners, including students in high-poverty schools and those with special learning needs. It is illustrated throughout with helpful concrete examples. |
內容
Promoting and Assessing Effective Literacy Learning | 33 |
Assessing Childrens Motivation for Reading and Writing | 50 |
Language and Literacy Assessment in Preschool | 65 |
Assessing Word Recognition | 85 |
Effective Oral Reading Assessment | 101 |
Relationships | 113 |
Examining Knowledge about Words | 135 |
Assessing Literary Understandings through Book Talk | 154 |
Assessing Strategic Reading | 177 |
Assessing Students Understanding of Informational Text | 195 |
Assessing Student Writing | 210 |
Cases from the Primary Grades | 246 |
Authentic Assessment of Authentic Student Work in Urban Classrooms | 262 |
Linking Curriculum Instruction | 280 |
Classroom Assessment and StandardsBased Change | 306 |
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achievement Afflerbach alphabetic principle answer assess students assessment tools backward mapping benchmarks chapter checklist children's literature classroom assessment classroom teacher comprehension context critical curriculum dents discussion early literacy effective engage English language evaluate evidence example Figure focus focused goals grade level graphic organizer help teachers identify important International Reading Association Journal kindergarten lead literacy teachers learners literacy activities literacy assessment literacy learning literature materials meaning ment motivation National Reading National Reading Panel National-Louis University observations oral reading pen pal phonemic awareness Phonological Awareness portfolio practice preschool questions readers reading and writing Reading Research Quarterly reading strategies Reading Teacher response retelling rubric SBC process scores self-assessment sentence skills spelling standards story strategic reading talk task teaching and learning tion understanding Valencia vocabulary Wigfield word recognition York