Standards for the Assessment of Reading and Writing [electronic resource]
Reflecting advances in the understanding of language, learning, and the complex literacy demands of a rapidly changing democratic and technological society, this booklet provides a set of standards to guide decisions about assessing the teaching and learning of reading and writing. After an introduc...
Saved in:
| Online Access: |
Full Text (via ERIC) |
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| Corporate Authors: | , |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1994.
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| Subjects: |
MARC
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| 110 | 2 | |a National Council of Teachers of English. | |
| 245 | 1 | 0 | |a Standards for the Assessment of Reading and Writing |h [electronic resource] |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1994. | ||
| 300 | |a 47 p. | ||
| 500 | |a ERIC Document Number: ED367957. | ||
| 500 | |a Availability: Order Department, International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139 (Book No. 674; $4.95 members, $6.95 nonmembers). |5 ericd. | ||
| 500 | |a ERIC Note: Prepared by the IRA/NCTE Joint Task Force on Assessment. |5 ericd. | ||
| 520 | |a Reflecting advances in the understanding of language, learning, and the complex literacy demands of a rapidly changing democratic and technological society, this booklet provides a set of standards to guide decisions about assessing the teaching and learning of reading and writing. After an introduction that presents an overview of what is meant by assessment, the booklet discusses the following 11 standards: (1) the interests of the student are paramount in assessment; (2) the primary purpose of assessment is to improve teaching and learning; (3) assessment must reflect and allow for critical inquiry into curriculum and instruction; (4) assessment must recognize and reflect the intellectually and socially complex nature of reading and writing and the important roles of school, home, and society in literacy development; (5) assessment must be fair and equitable; (6) the consequences of an assessment procedure are the first, and most important, consideration in establishing the validity of the assessment; (7) the teacher is the most important agent of assessment; (8) the assessment process should involve multiple perspectives and sources of data; (9) assessment must be based in the school community; (10) all members of the educational community--students, parents, teachers, administrators, policy makers, and the public--must have a voice in the development, interpretation, and reporting of assessment; and (11) parents must be involved as active, essential participants in the assessment process. The booklet offers rationales and implications for each standard, and some standards are accompanied with case studies. A glossary of assessment terminology is attached. (RS) | ||
| 521 | 8 | |a Practitioners. |b ericd. | |
| 650 | 1 | 7 | |a Academic Standards. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Instructional Improvement. |2 ericd. |
| 650 | 0 | 7 | |a Parent Participation. |2 ericd. |
| 650 | 1 | 7 | |a Reading Achievement. |2 ericd. |
| 650 | 1 | 7 | |a Reading Instruction. |2 ericd. |
| 650 | 1 | 7 | |a Student Evaluation. |2 ericd. |
| 650 | 1 | 7 | |a Writing Achievement. |2 ericd. |
| 650 | 1 | 7 | |a Writing Instruction. |2 ericd. |
| 710 | 2 | |a International Reading Association. | |
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