Assessment in schools related to literacy: reading

K. J. Topping

doi:10.1016/B978-0-08-044894-7.01705-X

Assessment in schools related to literacy: reading

K. J. Topping

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

2 Citations (Scopus)

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 language	English
Title of host publication	International encyclopedia of education
Editors	Penelope Peterson, Eva Baker, Barry McGaw
Place of Publication	Oxford
Publisher	Elsevier
Pages	189-195
Number of pages	7
Edition	3rd
ISBN (Electronic)	9780080448947
ISBN (Print)	9780080448930
DOIs	https://doi.org/10.1016/B978-0-08-044894-7.01705-X
Publication status	Published - 2010

Keywords

Literacy
Reading
Children
Education

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

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

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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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KW - Reading

KW - Children

KW - Education

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M3 - Chapter (peer-reviewed)

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A2 - Baker, Eva

A2 - McGaw, Barry

PB - Elsevier

CY - Oxford

ER -

Assessment in schools related to literacy: reading

Abstract

Keywords

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