Using Informative Assessments for Effective Literacy Practices

Abstract

Purposes – To examine the literature on alternative assessments for evaluating student learning in practical classroom learning experiences. To recommend areas of literacy development where additional assessment is needed.

Design – A review of literature on formative and performance assessment is provided and supplemented with samples of assessments recommended in the literature review.

Practical implications – Legislative and political mandates for accountability in student learning increase the need for teachers to understand and apply classroom screening, diagnostic, and progress-monitoring assessments. Teachers can use the information provided to think more carefully about the use of alternative assessments in their elementary and middle school classrooms.

Value – This chapter provides a frame of reference for informing teachers’ thinking about alternative assessments and suggests the need for classroom assessments to measure aspects of literacy development not frequently assessed.

Citation

Walker-Dalhouse, D. and Risko, V.J. (2012), "Using Informative Assessments for Effective Literacy Practices", Ortlieb, E. and Cheek, E.H. (Ed.) Using Informative Assessments towards Effective Literacy Instruction (Literacy Research, Practice and Evaluation, Vol. 1), Emerald Group Publishing Limited, Leeds, pp. 197-219. https://doi.org/10.1108/S2048-0458(2012)0000001010