Making assessment matter : using test results to differentiate reading instruction

著者

    • Lesaux, Nonie K.
    • Marietta, Sky H.

書誌事項

Making assessment matter : using test results to differentiate reading instruction

Nonie K. Lesaux, Sky H. Marietta

Guilford Press, c2012

  • : pbk

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注記

Includes bibliographical references (p. 133-137) and index

内容説明・目次

内容説明

All too often, literacy assessments are given only for accountability purposes and fail to be seen as valuable resources for planning and differentiating instruction. This clear, concise book shows K-5 educators how to implement a comprehensive, balanced assessment battery that integrates accountability concerns with data-driven instruction. Teachers learn to use different types of test scores to understand and address students' specific learning needs. The book features an in-depth case example of a diverse elementary school that serves many struggling readers and English language learners. Reproducible planning and progress monitoring forms can be downloaded and printed in a convenient 8 1/2" x 11" size.

目次

I. Foundational Issues for Data-Driven Instruction 1. A New Relationship with Student Data2. Why Many Readers Fail3. An Assessment Battery That WorksII. Assessment Considerations for Special Populations4. Assessment to Support Struggling Readers5. Considerations for Linguistically Diverse StudentsIII. Action Steps for Improved Instruction6. Identifying Instructional Priorities and Designing Effective Instruction7. Putting Schoolwide Response to Intervention in Place8. Leading Data-Driven Instruction

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