Making assessment matter: using test results to differentiate reading instruction
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York [u.a.]
Guilford
2012
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XII, 143 S. |
| ISBN: | 9781462502486 9781462502462 |
Internformat
MARC
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| 100 | 1 | |a Lesaux, Nonie K. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Making assessment matter |b using test results to differentiate reading instruction |c Nonie K. Lesaux and Sky H. Marietta |
| 264 | 1 | |a New York [u.a.] |b Guilford |c 2012 | |
| 300 | |a XII, 143 S. | ||
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| 999 | |a oai:aleph.bib-bvb.de:BVB01-024414636 | ||
Datensatz im Suchindex
| _version_ | 1804148388728406016 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
PART I.
FOUNDATIONAL ISSUES FORDATADRIVEN INSTRUCTION
CHAPTER 1. A NEW RELATIONSHIPWITH STUDENT DATA INTRODUCTION TO OUR CASE
SITE: ROSA PARKS ELEMENTARY 3 THE CLIMATE OF ASSESSMENT 4 A NEW
RELATIONSHIP WITH DATA 5
MEET OUR ROSA PARKS ELEMENTARY PROFILE STUDENTS 7 A TIERED APPROACH TO
(DIFFERENTIATED) INSTRUCTION: STARTING WITH THE CORE 9 SETTING OFF ON
THE JOURNEY 11
CHAPTER 2. WHY MANY READERS FAIL
UNCOVERING STUDENTS NEEDS 16 INTERPRETING RESULTS FROM MEANING-BASED
ASSESSMENT 24 THE FLUENCY-COMPREHENSION DISCONNECT 25 RESTORING THE
BALANCE 26
CHAPTER 3. AN ASSESSMENT BATTERY THAT WORKS
ALIGNING ASSESSMENTS WITH THEIR PURPOSE 31 USING THE RIGHT TOOLS 32
DIFFERENT ASSESSMENTS FOR DIFFERENT PURPOSES AT ROSA PARKS ELEMENTARY 41
IDENTIFYING THE TYPES OF ASSESSMENTS USED IN YOUR SCHOOL 43
3
14
30
XI
IMAGE 2
XII CONTENTS
PART 11 ..
ASSESSMENT CONSIDERATIONS FORSPECIALPOPULATIONS
CHAPTER 4. ASSESSMENT TO SUPPORT STRUGGLING READERS 49
A TIERED ASSESSMENT MODEL TO SUPPORT STRUGGLING READERS 51 CATALOGUING
ASSESSMENT DATA TO SUPPORT THE AT-RISK READER 59 CONDUSION 64
CHAPTER 5. CONSIDERATIONS FOR LINGUISTICALLY DIVERSE STUDENTS 67
ELLS IN CONTEXT 69 AN ASSESSMENT-BASED INSTRUCTIONAL MODEL FOR ELLS 70
NARROWING IN: THE AT-RISK ELL AND THE MULTIDIMENSIONAL NATURE OF ORAL
LANGUAGE 73
CONDUSION 75
PART 11I.
ACTIONSTEPSFORIMPROVED INSTRUCTION
CHAPTER 6. IDENTIFYING INSTRUCTIONAL PRIORITIES AND DESIGNING EFFECTIVE
INSTRUCTION
STEP 1: IDENTIFYING THE PRIMARY NEEDS OF THE GROUP 81 STEP 2: CONNECTING
WHAT IS MEASURED TO WHAT IS TAUGHT 84 STEP 3: TAKING INVENTORY OF
CURRENT PRACTICE AND AVAILABLE MATERIALS 88
STEP 4: 1DENTIFYING LEARNING OPPORTUNITIES 89 PUTTING IT TOGETHER 92
CHAPTER 7. PUTTING SCHOOLWIDE RESPONSE TO INTERVENTION IN PLACE
FROM A COMPREHENSIVE ASSESSMENT BATTERY TA A SYSTEMATIC RTI MODEL 99 THE
NUTS AND BOLTS, AND BEYOND 115
CHAPTER 8. LEADING DATA-DRIVEN INSTRUCTION
STEP 1: CRAFTING AN ASSESSMENT STRATEGY 118 STEP 2: LEADING THE
IMPLEMENTATION OF A NEW ASSESSMENT STRATEGY 126 THE DATA-DRIVENJOURNEY:
A SELF-EVALUATION 130
REFERENCES
INDEX
79
97
117
133
139
|
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| dewey-tens | 370 - Education |
| discipline | Pädagogik |
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| isbn | 9781462502486 9781462502462 |
| language | English |
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| title | Making assessment matter using test results to differentiate reading instruction |
| title_auth | Making assessment matter using test results to differentiate reading instruction |
| title_exact_search | Making assessment matter using test results to differentiate reading instruction |
| title_full | Making assessment matter using test results to differentiate reading instruction Nonie K. Lesaux and Sky H. Marietta |
| title_fullStr | Making assessment matter using test results to differentiate reading instruction Nonie K. Lesaux and Sky H. Marietta |
| title_full_unstemmed | Making assessment matter using test results to differentiate reading instruction Nonie K. Lesaux and Sky H. Marietta |
| title_short | Making assessment matter |
| title_sort | making assessment matter using test results to differentiate reading instruction |
| title_sub | using test results to differentiate reading instruction |
| topic | Differenzierung (DE-588)4121138-8 gnd Leseunterricht (DE-588)4035448-9 gnd |
| topic_facet | Differenzierung Leseunterricht |
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