By JoAnne Schudt Caldwell
How can busy lecturers effectively deal with the advanced job of assessing their scholars' analyzing comprehension? This worthwhile book--the first stand-alone advisor at the topic--presents trustworthy, research-supported guidance and tactics for K-6 academics to exploit within the school room. via useful counsel and practical examples, the booklet demonstrates time-saving how one can enforce and adapt a variety of current exams, instead of growing new ones. additionally coated are recommendations for engaging in multiliteracy exams, utilizing lecture room evaluate to enrich standardized checking out, accommodating response-to-intervention mandates, and linking review to content-area guide.
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Extra resources for Comprehension Assessment: A Classroom Guide (Solving Problems in the Teaching of Literacy)
Guideline 2. Tie assessment activities and instruments to classroom objectives and instruction. This will increase the validity of your assessment process. If, for example, a published test that accompanies your textbook contains content that you did not emphasize in class, strike these items from the test or, better still, have the students do it. There is something inherently motivating in drawing a black line through a number of questions on a test. Don’t expect students to comprehend and learn what was not covered in class.
Summary • Assessment is a four-step process: identifying what to assess, collecting evi- dence, analyzing evidence, and making a decision. • Educational assessment is a serious endeavor, and poor test performance can have a variety of unpleasant consequences for students. • Tests fall into different categories: formal and informal, formative and summative. • Good assessment practices include matching test content to its purpose, administering and scoring the test correctly and fairly, interpreting results accurately and clearly, and informing test takers about the format of the test and how scores will be derived and used.
I used to regularly employ true/false items in a graduate class until I overheard Assessing Comprehension 41 one student say, “If she had asked me to write the definition, I could have done this, but I got all mixed up with true and false. ” I took the student aside and asked her to define the concept in question and she did so quite adequately. That was some years ago, and it taught me a valuable lesson. Not all comprehension assessments are equal. Questions There are many ways to assess comprehension.