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OverviewThis 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. Full Product DetailsAuthor: Thomas DeVere Wolsey , Susan Lenski , Dana L. Grisham , Diane Lapp (San Diego State University, California, USA)Publisher: Guilford Publications Imprint: Guilford Press Dimensions: Width: 17.80cm , Height: 1.30cm , Length: 25.40cm Weight: 0.574kg ISBN: 9781462542086ISBN 10: 1462542085 Pages: 194 Publication Date: 19 February 2020 Audience: Professional and scholarly , Professional & Vocational Format: Hardback Publisher's Status: Active Availability: Manufactured on demand  We will order this item for you from a manufactured on demand supplier. Table of Contents1. Assessment Tells a Story 2. How Do I Know What to Assess? 3. Day-by-Day Teaching with Assessment 4. The Bond between Instruction and Assessment: The DNA of the Classroom 5. Artifacts and Tools for Assessment 6. How Do I Improve My Use of Assessment Strategies? 7. What Does This Assessment Information Mean to Me? 8. How Do I Communicate with Others about Assessment Information? 9. The Assessment Story: Learning from the Past, Looking to the Future Appendix A. Assessing the Assessments: Gathering Information and Evidence Appendix B. Assessing the Assessments: Interpreting and Analyzing Assessment Data Appendix C. Assessing the Assessments: Quality Appendix D. Assessing the Assessments: Documenting and Record Keeping Appendix E. Cumulative Feedback TableReviewsThis book is important for all teachers, whether new teachers or veterans. It is written in conversational language and provides ideas that can be implemented in the classroom without a lot of effort. The rubrics and guides are simple to use and can be adapted to any classroom at any level (including adult education). As teachers, we need to realize how urgently our students need feedback to stay engaged, to learn, and to develop the desire to learn more. However, our feedback must be positive, relevant, and formative. --Paula Dreyfuss, MsED, teacher, Vista Unified School District, California An easy-to-read guide to what teachers need to know about the literacy assessment process, the book is filled with examples of dialogue and models of assessment that speak directly to the preservice or practicing teacher. It builds the teacher's knowledge about the importance of assessment used in the service of student learning. Numerous examples demonstrate how to implement meaningful formative literacy assessments that deepen learning for elementary and secondary students. --Linda Smetana, EdD, Department of Educational Psychology, California State University, East Bay Assessment Literacy is that rare professional book that both enlightens and entertains. While comprehensive, it is accessible to a wide variety of preservice and inservice teachers and administrators. The book is truly a pleasure to read (when was the last time you heard that word linked to assessment?). The authors demystify assessment and empower teachers to utilize it as a meaningful tool for learning, rather than a dreaded task to endure. In an era when assessment and evaluation are sometimes used as a cudgel against, or a carrot for, teachers, this book offers a wise, compassionate view of the story that students, parents, and teachers can co-create through masterful assessment. --Judith Dunkerly-Bean, PhD, Elementary Education Program Director, Department of Teaching and Learning, Old Dominion University Author InformationThomas 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. Tab Content 6Author Website:Countries AvailableAll regions |
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