Download e-book for kindle: Classroom Literacy Assessment: Making Sense of What Students by Jeanne R. Paratore EdD, Rachel L. McCormack EdD

By Jeanne R. Paratore EdD, Rachel L. McCormack EdD

ISBN-10: 1593854390

ISBN-13: 9781593854393

ISBN-10: 159385725X

ISBN-13: 9781593857257

Showcasing review practices that may aid academics plan potent guide, this publication addresses the real-world complexities of educating literacy in grades K-8. major members current reliable ways that learn studying approaches in addition to studying items, that yield info on how the educational setting might be stronger, and which are carried out within the context of genuine examining and writing actions. the quantity presents attainable, nuts-and-bolts principles for incorporating evaluate into guideline in all significant literacy domain names and with various novices, together with scholars in high-poverty colleges and people with targeted studying wishes. it truly is illustrated all through with valuable concrete examples.

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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)

Sample text

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.

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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


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