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.
|Title of host publication||International encyclopedia of education|
|Editors||Penelope Peterson, Eva Baker, Barry McGaw|
|Place of Publication||Oxford|
|Number of pages||7|
|Publication status||Published - 2010|
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). Elsevier. https://doi.org/10.1016/B978-0-08-044894-7.01705-X