By JoAnne Schudt Caldwell
How can busy academics effectively deal with the advanced activity of assessing their scholars' interpreting comprehension? This useful book--the first stand-alone consultant at the topic--presents trustworthy, research-supported directions and techniques for K-6 academics to exploit within the lecture room. via sensible counsel and sensible examples, the publication demonstrates time-saving how one can enforce and adapt a variety of current exams, instead of growing new ones. additionally lined are concepts for accomplishing multiliteracy tests, utilizing lecture room evaluate to enrich standardized checking out, accommodating response-to-intervention mandates, and linking review to content-area guideline.
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Extra info for Comprehension Assessment: A Classroom Guide (Solving Problems in the Teaching of Literacy)
To put it another way, both systems recognize the importance of doing something with the facts that were understood. However, the systems are more different than alike. Yet because comprehension is such a complex entity, both probably tap into the comprehension process in some way. Can educators use these two systems effectively to describe the comprehension of their students? Of course. However, the issue is the ease with which this might occur. Six components may be too many to handle efficiently in the world of the busy classroom.
In regard to comprehension assessment, the primary purpose is to gather information in order to decide if students are comprehending and learning. Farr (1992) states that “the bottom line in selecting and using any assessment should be whether it helps the students” (p. 46). Comprehension assessment should assist educators in evaluating the effectiveness of schools, in fostering student growth, and in designing and planning instruction. School Effectiveness One purpose of comprehension assessment (and the one receiving most emphasis at present) is to judge the effectiveness of schools.
These are the measures most often reported in the media and responded to by the general public. These are the measures that possess face validity in that they are generally (and perhaps unfortunately) accepted as valid measures of student comprehension and learning. But are they? To what extent do standardized measures actually assess comprehension? Chapter 10 focuses on what standardized measures tell us and what they don’t. Assessments using formal standardized measures are becoming more and more high-stakes evaluations in that state and federal approval and funding depend on acceptable levels of performance by students.
Comprehension Assessment: A Classroom Guide (Solving Problems in the Teaching of Literacy) by JoAnne Schudt Caldwell