Assessment in schools related to literacy: reading
Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed)
Original language | English |
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Title of host publication | International encyclopedia of education |
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Editors | Penelope Peterson, Eva Baker, Barry McGaw |
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Place of Publication | Oxford |
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Publisher | Elsevier |
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Pages | 189-195 |
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Number of pages | 7 |
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Edition | 3rd |
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ISBN (Electronic) | 9780080448947 |
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ISBN (Print) | 9780080448930 |
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DOIs | |
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State | Published - 2010 |
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This article explores reading assessments which occur in the classroom under the control of the class teacher. It considers group and individual norm-referenced tests, their advantages and disadvantages, and then discusses different kinds of computer-based test. Thereafter, it explores an authentic assessment of real reading, through systematic observation, group discussions, affective and motivational inventories, phonic and pre-reading sub-skills checklists, informal reading inventories and reading miscue inventories, retellings, fluency, portfolios, computer-aided assessment of real books, and peer and self-assessments. It concludes with the assertion that a formative assessment of reading in the classroom is more important than external high-stakes or psychometric testing.