Understanding and Using Reading Assessment, K-12

by Peter Afflerbach

Why do we assess reading? What do we assess when we assess reading? How, where, and when do we assess reading? Reading instruction and assessment expert Peter Afflerbach addresses these questions and much more in the 3rd edition of Understanding and Using Reading Assessment, K-12.

Using the CURRV model to evaluate reading assessment methods--including reading inventories, teacher questioning, performance assessment, and high-stakes reading tests--Afflerbach considers the consequences and usefulness of each method, the roles and responsibilities of key stakeholders, and the reliability and validity of the assessments. In addition, he examines four important but often overlooked aspects of reading assessment:

Assessment accommodation for English-language learners and students with special needs Assessment of noncognitive aspects of reading, such as motivation, engagement, self-concept, and self-efficacy The use of formative and summative assessment The importance of self-assessment in building reading independence The book provides detailed case studies from all grade levels to illustrate reading assessment done well. It also includes 15 reproducible forms and checklists that teachers and administrators can use to optimize their reading assessment efforts.

Students are expected to read increasingly complex texts and to complete increasingly complex reading-related tasks to demonstrate their growth as readers. This book offers teachers and administrators alike a clear path to helping students meet those expectations.

This book is a co-publication of ASCD and ILA.

New to the 3rd edition:

New chapter "Formative and Summative Assessment" Three significantly revised chapters--Performance Assessment; Assessment Accommodation for English Learners and Students With Special Needs ("Accommodation and Reading Assessment" in 2nd edition); Assessing "the Other" Important Noncognitive Aspects of Reading Fifteen reproducible and downloadable forms and checklists

Genres: Teaching, Education

288 pages, Paperback

First published July 7, 2007

About the author

Professor; Department of Curriculum and Instruction, University of Maryland; College Park, Maryland

Reviews

[Amber Vance · Rating 3 out of 5]

How do you rate a book about assessments very high? 😄 I did learn new things, though and that was the purpose of reading this book.

[Michelle Flores · Rating 4 out of 5]

A pretty good primer on the why and how of reading assessments. I read this for a graduate level reading assessments course.

[Kimberly Hubbard]

informative

[Shannon · Rating 5 out of 5]

Down-to-earth information on reading assessment that teachers can put in place immediately.

[Brooke Butler · Rating 5 out of 5]

This book contains many helpful resources as well as helpful strategies to implement within the classroom.

[Beth · Rating 2 out of 5]

This book was incredibly repetitive and could have been half the length.

[ResearchOnDIBELS]

Chapter 6, titled " A Comparison of Two Assessments: An Observation Study of Early Literacy Achievement (OSELA) and Dynamic Indicators of Basic Early Literacy Skills (DIBELS)", describes the history, the widespread use, and the controversy behind DIBELS.

[Mandy · Rating 2 out of 5]

Read this for a reading endorsement class. Really got me thinking about assessments and how they can best be used in classrooms, schools, districts, and our country. A little wordy at times, but it was worth it overall. Good information.

[Kim · Rating 2 out of 5]

I'm reading this for a secondary reading endorsement class and think there must be something out there on this topic which is much better.

[Rachel Robins · Rating 3 out of 5]

Skimmed this one for a class. Solid information--

[Eileen · Rating 3 out of 5]

Nothing new here