By Jeanne R. Paratore EdD, Rachel L. McCormack EdD
Read or Download Classroom Literacy Assessment: Making Sense of What Students Know and Do (Solving Problems in the Teaching of Literacy) PDF
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Extra resources for Classroom Literacy Assessment: Making Sense of What Students Know and Do (Solving Problems in the Teaching of Literacy)
In another school, students who had been enrolled in ESL support for 4 or more years and then exited, performed significantly below students who had exited earlier. This finding suggested that although these students had passed a test to be exited, they needed additional support during their transition into mainstream classes. A third school discovered that they didn’t have a systematic plan for coordinating services provided by their Title I Learning Assistance Program (LAP), literacy coaches, and extended day program—all of which were supposed to focus on literacy support for underachieving students.
Stern, P. (1981). Research on teachers’ pedagogical thought, judgments, decisions and behavior. Review of Educational Research, 41(4), 455–498. Shepard, L. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4–14. Shepard, L. (2001). The role of classroom assessment in teaching and learning. In V. K. , pp. 1066–1101). Washington, DC: American Educational Research Association. , Flexer, R. , Hiebert, E. , Marion, S. , & Weston, T. J. (1996). Effects of introducing classroom performance assessments on student learning.
Although this item is intended as an assessment of mathematics knowledge, the “hidden curriculum” on state and national tests requires skills such as reading and analyzing questions carefully. Many students are unsuccessful on these tests because they are unfamiliar with particular literacy skills demanded by the task—in this case, the ability to analyze questions and respond appropriately. Backward Mapping of Assessment Tasks 25 Let’s use backward mapping with another example, this time from a reading test.