This clear, no-nonsense book guides current and future teachers through the concepts, tools, methods, and goals of classroom literacy assessment. The expert authors examine the roles of formative, summative, and benchmark assessments; demystify state and national tests and standards; and show how assessment can seamlessly inform instruction. Strategies for evaluating, choosing, and interpreting assessments are discussed, as are ways to communicate data to parents and administrators. User-friendly resources include boxed vignettes from teachers and researchers, practical assessment tips (and traps to avoid), and 12 reproducible planning forms and handouts. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2" x 11" size.
Author: Thomas Devere Wolsey,
Susan Lenski,
Dana L. GrishamPublisher: Guilford Publications
Published: 01/21/2020
Pages: 194
Binding Type: Paperback
Weight: 0.90lbs
Size: 9.90h x 6.90w x 0.60d
ISBN13: 9781462542079
ISBN10: 1462542077
BISAC Categories:-
Education |
Testing & Measurement-
Language Arts & Disciplines |
Reading Skills-
Education |
Teaching | Subjects | Language ArtsAbout the Author
Thomas DeVere Wolsey, EdD, teaches graduate courses in research, assessment, and literacy at the American University in Cairo, Egypt, and also leads professional development for teachers throughout the United States and internationally. Previously he taught English and social studies in public schools for 20 years. Dr. Wolsey is the founder of a consulting firm, the Institute to Advance International Education, and has developed training materials for the California Department of Education, TextProject, San Diego State University, and other institutions. His research explores how language informs thinking about content and how the interactions of students in digital and face-to-face environments change their learning. He is also interested in the intersections of traditional literacies with digital literacies, focusing specifically on how those literacies affect teacher preparation and professional development.
Susan Lenski, EdD, is Professor of Curriculum and Instruction at Portland State University, and a former classroom teacher with 20 years of experience in kindergarten through high school. A member of the Illinois Reading Hall of Fame and a past member of the Board of Directors of the International Literacy Association, Dr. Lenski currently teaches graduate courses and conducts research on strategic reading and writing, adolescent literacy, preparing teacher candidates, and social justice education. She has published more than 65 articles and 14 books.
Dana L. Grisham, PhD, is Professor (retired) at the California State University and is noted for her research on teaching, particularly concerning the intersection of literacy and technology. She has over 80 publications, including books, book chapters, and articles in national and international journals. Dr. Grisham is a past editor of
Reading and Writing Quarterly,
Reading Online, and
The California Reader.
