Making assessment matter : using test results to differentiate reading instruction
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Publication Type:
BookSource:
Guilford Press, New York, p.143 (2012)Call Number:
Cubb LB1050.5 .L3878 2012URL:
http://searchworks.stanford.edu/view/9447113Keywords:
Educational tests and measurements, Individualized instruction, Learning disabled children, Reading (Elementary), Reading--Ability testing, Reading--Remedial teaching, Response to intervention (Learning disabled children)Abstract:
Summary: "All too often, literacy assessments are given only for accountability purposes and fail to be seen as valuable resources for planning and differentiating instruction. This clear, concise book shows K-5 educators how to implement a comprehensive, balanced assessment battery that integrates accountability concerns with data-driven instruction. Teachers learn to use different types of test scores to understand and address students' specific learning needs. The book features an in-depth case example of a diverse elementary school that serves many struggling readers and English language learners. Reproducible planning and progress-monitoring forms can be downloaded and printed in a convenient 8 1/2" x 11" size."--Provided by publisher.
Publication Language:
eng
