By JoAnne Schudt Caldwell
How can busy academics effectively deal with the advanced activity of assessing their scholars' examining comprehension? This helpful book--the first stand-alone advisor at the topic--presents trustworthy, research-supported instructions and approaches for K-6 academics to exploit within the school room. via useful information and life like examples, the publication demonstrates time-saving how you can enforce and adapt quite a lot of latest exams, instead of growing new ones. additionally coated are recommendations for undertaking multiliteracy exams, utilizing lecture room evaluation to enrich standardized checking out, accommodating response-to-intervention mandates, and linking overview to content-area guide.
Read or Download Comprehension Assessment: A Classroom Guide (Solving Problems in the Teaching of Literacy) PDF
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Additional resources for Comprehension Assessment: A Classroom Guide (Solving Problems in the Teaching of Literacy)
Could it be that past violations of good assessment practices have created this negativism? Validity and Reliability When educators talk about validity and reliability, it is usually in the context of formal standardized testing, not classroom assessment. After all, aren’t validity and reliability concepts that properly belong in a statistics or measurement text or in the pages of the thick manual that accompanies formal instruments? Nothing could be farther from the truth! Of what earthly use is any assessment that is not valid or reliable?
A student may correctly answer a multiple-choice question by clever guesswork without ever really understanding what was read. With true/false questions, students have a 50% chance of being correct. There are questions that students can answer just from their own knowledge without ever reading or understanding the text. Educators will always ask questions to evaluate comprehension. The trick is to know what a student’s answer tells us about his or her comprehension. Has the student comprehended or learned?
Third, we analyze the evidence. There are enough leftovers for dinner but milk is low, we are into the last loaf of bread, and there is no dessert. Fourth, as a consequence of our analysis, we make a decision. We decide to stop at the grocery store before coming home and, at this point, we may decide to have something else for dinner besides leftovers. After all, if we are going to the store, we might as well get something else. Four Steps of Assessment Process Identify what to assess. Collect information or evidence.
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