Hawker Brownlow Education

Assessment in Perspective: Focusing on the Reader Behind the Numbers (eBook)

Author: Clare Landrigan, Tammy Mulligan

Availability: In Stock

Code: ESHP6791

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Description

Assessment is an integral part of
instruction. For the past decade, the focus on assessment – particularly via
high-stakes, mandated tests – has shifted away from the classroom and left
teachers feeling like they are drowning in data. Assessment is, and needs to be
again, much more than a number.


Assessment in Perspective is about moving beyond the numbers and
using assessment to find the stories of our readers. This book helps teachers
sort through the myriad of available assessments and use each to understand
different facets of their readers. It discusses how to use a range of
assessment types – from reading conference notes and student work to running
records and state tests – together to uncover the strengths and weaknesses of a
reader. The authors share a framework for thinking about the purpose, method
and types of different assessments. They also address the questions they ask
when choosing or analysing assessments:



  • What
    type of tool do we need: diagnostic, formative or summative; formal or
    informal; quantitive or qualitive?

  • How
    do we use multiple assessments together to provide an in-depth picture of a
    reader?

  • When and
    how are we giving the assessment?

  • Do we
    want to be able to compare our readers to a standard score, or do we need to
    diagnose a reader’s needs?

  • Which
    area of reading does this tool assess?

  • How
    can we use the information from assessments to inform our instruction?

  • What
    information does a particular assessment tell us, and what doesn’t it tell us?

  • What
    additional information do we need about a reader to understand his or her
    learning needs?


The book emphasises the importance of triangulating data by using
varied sources, both formal and informal, and across multiple intervals. It
explains the power of looking at different types of assessments side by side
with displays to find patterns or inconsistencies. What’s more, students are
included as valuable sources of data. Letting students in on the process of
assessment is key to helping them set goals, monitor their own progress and
celebrate growth. When assessment is viewed in this way, instruction can meet
high standards and still be developmentally appropriate.