Balancing the assessment of learning and for learning in support of student literacy achievement

Reading Teacher

Volumn 61, Issue 8, 2008, Pages 682-684

  Edwards, Patricia A ^a   Turner, Jennifer D ^b   Mokhtari, Kouider ^c  

^a MICHIGAN STATE UNIVERSITY   (United States)

^b UNIVERSITY OF MARYLAND   (United States)

^c MIAMI UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 44349088979     PISSN: 00340561     EISSN: None     Source Type: Journal    
DOI: 10.1598/RT.61.8.12     Document Type: Article

References (11)

1. Au, K. (2006). Multicultural issues and literacy achievement. Mahwah, NJ: Erlbaum.
2. Edwards, P.A., Pleasants, H.M., & Franklin, S.H. (1999). A path to follow: Learning to listen to parents. Portsmouth, NH: Heinemann.
3. Farr, R. (1991). The assessment puzzle. Educational Leadership, 49(3), 95.
4. Klingner, J. (2002). Introduction to Right 5. In P. Mason & J. Schumm (Eds.), Promising practices for urban reading instruction (pp. 222-228). Newark, DE: International Reading Association.
5. Mokhtari, K., Rosemary, C., & Edwards, P. (2007). Making instructional decisions based on data: What, how, and why. The Reading Teacher, 61(4), 354-359.
6. Moll, L.C. (Ed.). (1990). Vygotsky and education: Instructional implications and applications of sociohistorical psychology. Cambridge, England: Cambridge University Press.
7. Serafini, F. (2000/2001). Three paradigms of assessment: Measurement, procedure, and inquiry. The Reading Teacher, 54(4), 384-393.
8. Stiggins, R. (2002). Assessment crisis: The absence of assessment FOR learning. Phi Delta Kappan, 83(10), 758-765.
9. Stiggins, R., Alter, J., Chappuis, J., & Chappuis, S. (2004). Classroom assessment for student learning: Doing it right - Using it well. Portland, OR: Assessment Training Institute.
10. Taylor, D. (1991). Learning denied. Portsmouth, NH: Heinemann.
11. Valencia, S., Hiebert, E., &Afflerbach, P. (Eds.). (1994). Authentic reading assessment: Practices and possibilities. Newark, DE: International Reading Association.