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Preface | |
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Acknowledgments | |
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Assessment and Analysis in the Classroom | |
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The Classroom Teacher's Role | |
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Focus and Goals of the Chapter | |
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Introduction | |
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What Is Assessment? | |
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What Should Be Assessed? | |
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How Can It Be Done? | |
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Qualitative Data Versus Quantitative Data | |
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Formative and Summative Assessment | |
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Assessment Decisions? | |
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A Model for the Classroom Teacher's Decision Making | |
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Summary | |
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Questions for Reflection and Response | |
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Understanding Standardized Tests and Quantitative Data | |
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Focus and Goals of the Chapter | |
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Introduction | |
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Survey, Diagnostic, and Other Commercial Tests | |
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State and Mandated Testing Issues | |
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Understanding Test Usage and Applicability | |
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Understanding Derived Norm-Referenced Scores | |
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Understanding the Problems with Standardized Tests and Scores | |
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How to Discuss Test Results with Children's Families | |
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Summary | |
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Questions for Reflection and Response | |
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Assessing Affective, Linguistic, and Other Qualitative Information | |
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Focus and Goals of the Chapter | |
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Introduction | |
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Emergent Literacy and Assessment | |
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Observations, Interviews, Samples, and Portfolios | |
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Interest, Attitude, Motivation, and Engagement Assessments | |
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Oral Reading Samples | |
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Modified Miscue Analysis | |
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Fluency Considerations | |
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Information from Children's Writing and Invented Spelling | |
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ELL Assessment Considerations | |
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Other Available Information | |
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Summary | |
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Questions for Reflection and Response | |
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Qualitative Analysis Discussion of Mitchell's and Caryl's Oral Readings | |
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Assessing Comprehension, Comprehending Strategies, and Other Cognitive Information | |
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Focus and Goals of the Chapter | |
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Introduction | |
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Comprehension and Comprehending Strategies' Assessments | |
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Vocabulary Connections | |
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ELL Differentiated Comprehension Assessment | |
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Prior Knowledge and Schemata Assessments | |
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Content Study and Learning Strategy Assessments | |
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Comprehension and Metacognitive Strategy Assessments | |
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Summary | |
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Questions for Reflection and Response | |
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Analyzing and Using Information Qualitatively | |
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Focus and Goals of the Chapter | |
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Introduction | |
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Organizing Available Data and Information | |
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Analyzing Available Information | |
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Developing Your Own Instructional Plans | |
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Monitoring Progress | |
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Summary | |
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Questions for Reflection and Response | |
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Organization and Instruction in the Classroom | |
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Organizing for Reading Development and Instruction | |
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Focus and Goals of the Chapter | |
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Introduction | |
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Assessing the Environment and Organization You Want to Create | |
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Designing an Environment and Program for Individual Development | |
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Flexible Grouping and Planning Based on Analyses of Assessments | |
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Qualitative Teaching Using "Real" Reading Material and "Real" Purposes | |
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Individual Work, Assignments, and Record Keeping | |
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Conferencing, Sharing, and Monitoring Development | |
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Reporting to Parents/Family Members | |
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Strategy Development and Literature Exposure for Whole-Class Involvement | |
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Summary | |
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Questions for Reflection and Response | |
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Assessment, Instruction, and Learning in the Classroom | |
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Focus and Goals of the Chapter | |
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Introduction | |
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"A Model for the Classroom Teacher's Decision Making," Revisited | |
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A Plan, Focus, and "Model for Diagnostic Instruction" | |
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Beliefs and Philosophies That Can Balance Assessment and Instruction Decisions | |
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Questions Relative to Qualitative Instruction | |
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Summary | |
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Questions for Reflection and Response | |
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Ideas for Strategy Development | |
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Focus and Goals of the Chapter | |
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Introduction | |
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Strategy Lesson Decisions | |
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Linguistic Strategies | |
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Cognitive Strategies | |
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Recommendations for Strategy Lessons: Sources and Ideas | |
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Summary | |
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Closing Remarks | |
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Questions for Reflection and Response | |
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Appendix | |
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Glossary | |
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References: Professional References and Suggested Reading | |
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References: Children's Literature References | |
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Author Index | |
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Subject Index | |