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Assessment in schools related to literacy

Assessment in schools related to literacy : reading

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

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Info

Original languageEnglish
TitleInternational encyclopedia of education
EditorsPenelope Peterson, Eva Baker, Barry McGaw
Place of publicationOxford
PublisherElsevier
Publication date2010
Pages189-195
Number of pages7
Edition3rd
ISBN (Electronic)9780080448947
ISBN (Print)9780080448930
DOIs
StatePublished

Abstract

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.

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