By JoAnne Schudt Caldwell

How can busy lecturers effectively deal with the advanced activity of assessing their scholars' analyzing comprehension? This worthwhile book--the first stand-alone consultant at the topic--presents trustworthy, research-supported instructions and systems for K-6 academics to take advantage of within the lecture room. via sensible advice and real looking examples, the publication demonstrates time-saving how one can enforce and adapt a variety of latest checks, instead of growing new ones. additionally coated are suggestions for accomplishing multiliteracy tests, utilizing school room evaluation to enrich standardized trying out, accommodating response-to-intervention mandates, and linking evaluation to content-area guideline.

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Additional resources for Comprehension Assessment: A Classroom Guide (Solving Problems in the Teaching of Literacy)

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They think of spelling and math quizzes, yearly standardized test scores, tests following textbook chapters or curriculum units, and tests that qualify students for entrance into certain programs or schools. However, assessment is a much broader concept. It is something that all of us do every day, and we do it so often and so efficiently that we seldom think about it. We take it for granted, and we just do it. When we assess, we collect evidence and we analyze this evidence. As a result of our analysis, we make a judgment that leads to a decision or to some form of action.

Although such assessments can be weighted more heavily in the final grade, multiple smaller samples of a student’s performance over time are perhaps more meaningful. Use both formative and summative assessment. Testing as a summative experience is often overemphasized in classrooms. However, student learning is heavily dependent on the quality of formative assessment. • Guideline 5. Keep assessment simple. There is only so much time in a day and only so many days in a week. Assessment that is very time-consuming is assessment that will be soon discarded.

Wiggens and McTighe (1998) describe six facets of understanding or comprehension. The first is explanation or understanding of why and how. For example, a student can explain why the ancient Egyptians mummified their dead or how a cactus stores water in order to survive. The second facet is interpretation. A student recognizes the importance or significance of an event or idea. For example, the student is aware of the far-reaching effects of the Assessing Comprehension 37 Homestead Act on settlement in the Great Plains, or distinguishes family and cultural influences that led Patricia McKissack to become a writer.

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