Using Informative Assessments for Effective Literacy Practices

• Published in: Using Informative Assessments towards Effective Literacy Instruction Vol. 1; pp. 197 - 219
• Main Authors: Walker-Dalhouse, Doris, Risko, Victoria J
• Format: Book Chapter
• Language: English
• Published: Emerald Group Publishing Limited 01.01.2012
• ISBN: 9781780526300; 178052630X
• ISSN: 2048-0458
• DOI: 10.1108/S2048-0458(2012)0000001010

Purposes – To examine the literature on alternative assessments for evaluating student learning in practical classroom learning experiences. To recommend areas of literacy development where additional assessment is needed.Design – A review of literature on formative and performance assessment is provided and supplemented with samples of assessments recommended in the literature review.Practical implications – Legislative and political mandates for accountability in student learning increase the need for teachers to understand and apply classroom screening, diagnostic, and progress-monitoring assessments. Teachers can use the information provided to think more carefully about the use of alternative assessments in their elementary and middle school classrooms.Value – This chapter provides a frame of reference for informing teachers’ thinking about alternative assessments and suggests the need for classroom assessments to measure aspects of literacy development not frequently assessed.