Comprehension Assessment: A Classroom Guide (Solving by JoAnne Schudt Caldwell

By JoAnne Schudt Caldwell

How can busy academics effectively deal with the complicated job of assessing their scholars' analyzing comprehension? This worthwhile book--the first stand-alone consultant at the topic--presents trustworthy, research-supported guidance and methods for K-6 academics to take advantage of within the lecture room. via useful guidance and practical examples, the e-book demonstrates time-saving how one can enforce and adapt quite a lot of current checks, instead of growing new ones. additionally lined are options for carrying out multiliteracy tests, utilizing school room review to counterpoint standardized checking out, accommodating response-to-intervention mandates, and linking overview to content-area guideline.

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Use both formative and summative assessment. Testing as a summative experience is often overemphasized in classrooms. However, student learning is heavily dependent on the quality of formative assessment. • Guideline 5. Keep assessment simple. There is only so much time in a day and only so many days in a week. Assessment that is very time-consuming is assessment that will be soon discarded. Summary • Assessment is a four-step process: identifying what to assess, collecting evi- dence, analyzing evidence, and making a decision.

Administration and Scoring Tests should be administered correctly and scored fairly. This is aligned with the second step of the assessment process: Collect evidence. Those who administer and score tests should be adequately trained to do so. In the classroom, some assessment measures are quite easy to score: The word is or is not spelled correctly, or the answer to the math problem is right or wrong. However, what about scoring an essay question? Are there guidelines for the kind and number of important concepts that should be included in the answer?

For example, the student is aware of the far-reaching effects of the Assessing Comprehension 37 Homestead Act on settlement in the Great Plains, or distinguishes family and cultural influences that led Patricia McKissack to become a writer. The third facet is application or the ability to use knowledge in new situations and contexts. A student applies his or her interpretation of the influences on Patricia McKissack’s life to a different author, or applies understanding of the Homestead Act to the effects of other government initiatives.

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