Download Classroom Literacy Assessment: Making Sense of What Students by Jeanne R. Paratore EdD, Rachel L. McCormack EdD PDF

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

Showcasing overview practices that may aid lecturers plan powerful guide, this booklet addresses the real-world complexities of educating literacy in grades K-8. major individuals current reliable techniques that learn studying tactics in addition to studying items, that yield details on how the educational atmosphere might be better, and which are carried out within the context of actual examining and writing actions. the amount offers possible, nuts-and-bolts principles for incorporating evaluate into guide in all significant literacy domain names and with different inexperienced persons, together with scholars in high-poverty colleges and people with specific studying wishes. it's illustrated all through with precious concrete examples.

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Extra info for Classroom Literacy Assessment: Making Sense of What Students Know and Do (Solving Problems in the Teaching of Literacy)

Sample text

With partners, they did think-alouds about the questions and considered possible answers before they wrote. The teacher circulated, offering feedback and advice. The teacher was pleased that her students spent a good amount of time deliberating—backward mapping the prompts—before setting out and writing. As students prepared to hand their papers in, the teacher held a class debriefing about the experience of backward mapping for persuasive writing questions. CONCLUSIONS Through backward mapping of assessment tasks on state and national tests, we have shown how many content area tests contain a hidden curriculum requiring students to deeply analyze and respond to varied tasks, take and defend positions, and defend a stand effectively with appropriate evidence.

Answer the question. Provide a response to each part of the question. Consider what the question is asking and respond, taking note of the steps you are taking inside your head to generate answers. 3. Map or record the steps you took to read and answer the question. Do a think-aloud reflection, recapping what you did to answer the question. Write down the steps. Consider how these steps compare with item specification information about the purpose of the item. 1). The item specifications tell us that the item tests number sense and numeration, particularly number relationships and numerical comparisons.

Stiggins, R. (2005). Student-centered classroom assessment for learning. Englewood Cliffs, NJ: Prentice-Hall. , & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development. CHAPTER 3 Promoting and Assessing Effective Literacy Learning Classroom Environments D. ” And so it is in classrooms where teachers honor the development of reading and writing not only through teaching the curriculum but also through creating print-rich environments in which literacy-learning activities are an integral part of every school day.

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