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Other titles in the Solving Problems in Teaching of Literacy series:
Comprehension Assessment: A Classroom Guide (Solving Problems in Teaching of Literacy)
Synopses & Reviews
How can busy teachers successfully manage the complex task of assessing their students' reading comprehension? This invaluable book--the first stand-alone guide on the topic--presents reliable, research-supported guidelines and procedures for K-6 teachers to use in the classroom. Through practical tips and realistic examples, the book demonstrates time-saving ways to implement and adapt a wide range of existing assessments, rather than creating new ones. Also covered are strategies for conducting multiliteracy assessments, using classroom assessment to complement standardized testing, accommodating response-to-intervention mandates, and linking assessment to content-area instruction.
About the Author
JoAnne Schudt Caldwell, PhD, is a Professor at Cardinal Stritch University in Milwaukee, Wisconsin. She is presently the Associate Dean of the College of Education and Leadership. Dr. Caldwell is coauthor, with Lauren Leslie, of The Qualitative Reading Inventory 4, an informal reading inventory, and Intervention Strategies to Follow Informal Reading Inventory Assessment: So What Do I Do Now? She is also an author of Reading Problems: Assessment and Teaching Strategies, with Joyce Holt Jennings and Janet W. Lerner.
Table of Contents
1. Defining Comprehension: A Difficult Task
2. Defining Assessment: A Four-Step Process
3. Assessing Comprehension: What, How, and for What Purpose
4. Questions: Promises and Pitfalls
5. Open-Ended Assessments: Powerful but Problematic
6. Look Who's Talking: Assessing Comprehension through Student Dialogue
7. Words! Words! Words!: How Can We Assess Word Comprehension?
8. Comprehension Assessment Proxies: Stand-Ins, Not Stars
9. Grading Practices: Taking a New Look at Grading Comprehension
10. Measuring Comprehension through Standardized Tests: An Oxymoron?
11. Using Classroom Comprehension Assessment as a Counterpart to Standardized Assessment: A Possibility or a Pipedream?
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