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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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Original languageEnglish
Title of host publicationInternational encyclopedia of education
EditorsPenelope Peterson, Eva Baker, Barry McGaw
Place of publicationOxford
Publication date2010
Number of pages7
ISBN (Electronic)9780080448947
ISBN (Print)9780080448930


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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