By Jeanne R. Paratore EdD, Rachel L. McCormack EdD
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Additional info for Classroom Literacy Assessment: Making Sense of What Students Know and Do (Solving Problems in the Teaching of Literacy)
New York: Allyn & Bacon. Gates, W. (2005, February). [Prepared remarks at the National Education Summit on High Schools], Washington, DC. , & Chrostowski, S. (2004). Timms 2003 technical report. Chestnut Hill, MA: TIMMS & PIRLS International Study Center, Boston College. Popham, W. (2001). Teaching to the test? Educational Leadership, 58(6), 16–20. Stiggins, R. (2005). Student-centered classroom assessment for learning. Englewood Cliffs, NJ: Prentice-Hall. , & McTighe, J. (1998). Understanding by design.
Another important part of working with answers consists of seeking reasons and explanations. Engage students in discussion about possible answers and why one answer may be better than another. These discussions are the context for considering what it means to take a position and defend it, what counts as evidence, as well as distinguishing between different kinds of evidence. Help students learn that just because they discover an answer to a question does not mean that that is necessarily the best answer.
Throughout the 1990s and into the early new millennium, many tests and standards were created by entirely separate committees and groups under entirely different circumstances (Conley, 2005). State tests were designed in response to public pressure for greater school accountability, spurred by teacher unionization and rising costs. Curriculum standards emerged out of concerns for “standardizing” curricula. The need to create a system whereby teachers could respond to the same targets or goals underlies the modern standards movement.
Classroom Literacy Assessment: Making Sense of What Students Know and Do (Solving Problems in the Teaching of Literacy) by Jeanne R. Paratore EdD, Rachel L. McCormack EdD