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Acknowledgments
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Introduction
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High-Stakes Assessments in Reading: A Position Statement of the International Reading Association
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Section One: Foundations of Reading Assessment
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Effective Instruction Begins With Purposeful Assessments
Charlene Cobb
FREE!
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Literacy Assessment Reform: Shifting Beliefs, Principled Possibilities, and Emerging Practices
Robert J. Tierney
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Early Literacy Assessment—Thoughtful, Sensible, and Good
Kathleen A. Roskos
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Section Two: Equity and Diversity in Reading Assessment
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More Equitable Literacy Assessments for Latino Students
Robert T. Jiménez
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Equity and Performance-Based Assessment: An Insider's View
Marshá Taylor DeLain
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International Assessments of Reading Literacy
Gerry Shiel, Judith Cosgrove
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The Evils of the Use of IQ Tests to Define Learning Disabilities in First- and Second-Language Learners
Lee Gunderson, Linda S. Siegel
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Section Three: Gaining Perspective
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Assessment Conversations
Peter Johnston
FREE!
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Reconciling Polarity: Toward a Responsive Model of Evaluating Literacy Performance
Kathleen A. Hinchman, Pamela A. Michel
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Three Paradigms of Assessment: Measurement, Procedure, and Inquiry
Frank Serafini
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Changing Attitudes on Assessment
Bonita L. Wilcox
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Section Four: Negotiating the Influence of High-Stakes Testing
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Testing a Texas Mama
Loraine H. Phillips
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High-Stakes Testing in Reading: Today in Texas, Tomorrow?
James V. Hoffman, Lori Czop Assaf, Scott G. Paris
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The Press to Test
Jo Worthy, James V. Hoffman
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Enhancing Self-Efficacy for High-Stakes Reading Tests
Patrick P. McCabe
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Behind Test Scores: What Struggling Readers Really Need
Sheila W. Valencia, Marsha Riddle Buly
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Red Light, Green Light, 1-2-3: Tasks to Prepare for Standardized Tests
Kathleen M. Lawrence
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Section Five: The Assessment-Instruction-Assessment Cycle
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Noticing and Responding to Learners: Literacy Evaluation and Instruction in the Primary Grades
Karen R. West
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Focused Anecdotal Records Assessment: A Tool for Standards-Based, Authentic Assessment
Paul Boyd-Batstone
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Reading With Amy: Teaching and Learning Through Reading Conferences
Sharon Ruth Gill
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FAQs about IRIs
Scott G. Paris, Robert D. Carpenter
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Measuring Children's Reading Development Using Leveled Tests
Scott G. Paris
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Miscue Analysis in the Classroom
Lynn K. Rhodes, Nancy L. Shanklin
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Nathan: A Case Study in Reader Response and Retrospective Miscue Analysis
Rita A. Moore, Karen L. Brantingham
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Section Six: Involving Students in Assessment
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Diagnostic-Reflective Portfolios
Ann M. Courtney, Theresa L. Abodeeb
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We Can Charts: Building Blocks for Student-Led Conferences
JoAnn V. Cleland
FREE!
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Student-Generated Rubrics: Bringing Students Into the Assessment Process
Mary Jo Skillings, Robbin Ferrell
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Performance Assessments in Reading and Language Arts
John T. Guthrie, Peggy Van Meter, Ann Mitchell
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Section Seven: Formal Assessment Tools
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Teacher Rating of Oral Language and Literacy (TROLL): Individualized Early Literacy Instruction With a Standards-Based Rating Tool
David K. Dickinson, Allyssa McCabe, Kim Sprague
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A Test for Assessing Phonemic Awareness in Young Children
Hallie Kay Yopp
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Tile Test: A Hands-On Approach for Assessing Phonics in the Early Grades
Kimberly A. Norman, Robert C. Calfee
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Measuring Attitude Toward Reading: A New Tool for Teachers
Michael C. McKenna, Dennis J. Kear
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The Reader Self-Perception Scale (RSPS): A New Tool for Measuring How Children Feel About Themselves as Readers
William A. Henk, Steven A. Melnick
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Appendix
Culminating Activity and Self-Assessment Rubric
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Subject Index
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