Assessment in schools related to literacy: reading

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

    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.
    Original languageEnglish
    Title of host publicationInternational encyclopedia of education
    EditorsPenelope Peterson, Eva Baker, Barry McGaw
    Place of PublicationOxford
    PublisherElsevier
    Pages189-195
    Number of pages7
    Edition3rd
    ISBN (Electronic)9780080448947
    ISBN (Print)9780080448930
    DOIs
    Publication statusPublished - 2010

    Fingerprint

    literacy
    school
    classroom
    self-assessment
    psychometrics
    group discussion
    teacher
    Group

    Keywords

    • Literacy
    • Reading
    • Children
    • Education

    Cite this

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

    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)

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    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.

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    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 https://doi.org/10.1016/B978-0-08-044894-7.01705-X