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Assessment in schools related to literacy

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Assessment in schools related to literacy : reading. / Topping, K. J.

International encyclopedia of education. ed. / Penelope Peterson; Eva Baker; Barry McGaw. 3rd . ed. Oxford : Elsevier, 2010. p. 189-195.

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

Harvard

Topping, KJ 2010, 'Assessment in schools related to literacy: reading'. in P Peterson, E Baker & B McGaw (eds), International encyclopedia of education. 3rd edn, Elsevier, Oxford, pp. 189-195.

APA

Topping, K. J. (2010). Assessment in schools related to literacy: reading. In Peterson, P., Baker, E., & McGaw, B. (Eds.), International encyclopedia of education. (3rd ed.) (pp. 189-195). Oxford: Elsevier. doi: 10.1016/B978-0-08-044894-7.01705-X

Vancouver

Topping KJ. Assessment in schools related to literacy: reading. In Peterson P, Baker E, McGaw B, editors, International encyclopedia of education. 3rd ed. Oxford: Elsevier. 2010. p. 189-195.

Author

Topping, K. J. / Assessment in schools related to literacy : reading.

International encyclopedia of education. ed. / Penelope Peterson; Eva Baker; Barry McGaw. 3rd . ed. Oxford : Elsevier, 2010. p. 189-195.

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

Bibtex - Download

@inbook{69eafcaf880e424f89aa9c167ce8d593,
title = "Assessment in schools related to literacy",
publisher = "Elsevier",
author = "Topping, {K. J.}",
year = "2010",
editor = "Penelope Peterson and Eva Baker and Barry McGaw",
edition = "3rd",
isbn = "9780080448930",
pages = "189-195",
booktitle = "International encyclopedia of education",

}

RIS (suitable for import to EndNote) - Download

TY - CHAP

T1 - Assessment in schools related to literacy

T2 - International encyclopedia of education

A1 - Topping,K. J.

AU - Topping,K. J.

PB - Elsevier

CY - Oxford

PY - 2010

Y1 - 2010

N2 - 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.

AB - 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.

KW - Literacy

KW - Reading

KW - Children

KW - Education

UR - http://copac.ac.uk/search?&isn=9780080448930&sort-order=ti%2C-date

U2 - 10.1016/B978-0-08-044894-7.01705-X

DO - 10.1016/B978-0-08-044894-7.01705-X

M1 - Chapter (peer-reviewed)

SN - 9780080448930

BT - International encyclopedia of education

A2 - McGaw,Barry

ED - McGaw,Barry

SP - 189

EP - 195

ER -

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