READING ASSESSMENT AND EVALUATION

Reading Assessment and Evaluation

Abstract

In this study we try to explore the concept of “Reading assessment and evaluation” in a holistic context. There are different reasons why practitioners and researchers need to assess a child's reading ability; for example, to monitor progress, to detect and diagnose reading difficulties and to test psychological theories of the cognitive skills that underpin reading development and disorders. For each purpose, an accurate assessment of reading ability is required.

Reading Assessment and Evaluation

Introduction

All assessment and evaluation techniques contain implicit assumptions about the characteristics that constitute quality teaching. These assumptions should be made explicit and indeed should become part of the evaluation process itself in a manner which recognizes instructors' rights to be evaluated within the context of their own teaching philosophies and goals. Reading assessments, which are teacher observation, teacher-student conferences, workbooks/worksheets, and readers ' portfolios, informal reading assessments are necessary corollaries to standardized testing. Observations allow teachers to monitor students individually. Conferences can help privilege reading from the students' points of view.

Workbooks and worksheets provide students with the opportunity to practice addressing their weaknesses. Readers ' portfolios allow students to monitor individual progress over time, informal reading assessments serve an invaluable function. Informal approaches to the evaluation of literacy have developed in response to the demands for greater accountability and the influence of national, standardized testing. The strength of informal approaches to evaluation is that it provides immediate feedback to both the student and the teacher.

What do teachers need to know about reading assessment?

Assessment is started by the teacher and data and response can be solicited from numerous causes (for demonstration, self, scholars, colleagues, consultants) utilizing a kind of devices (surveys, on-line types, etc. glimpse school room evaluation below). First and foremost then, “teaching is not right or incorrect, good or awful, productive or ineffective in any unconditional, repaired or very resolute sense.” Instructors focus distinct domains of discovering (affective, cognitive, psychomotor, etc.) and provide work distinct ideas of learning and educating methodologies (anti-racist, constructivist, critical, feminist, humanistic, etc.). They boost discovering in distinct sites (classrooms, area positions, laboratories, seminar rooms, studios, virtual school rooms, etc.). They use distinct instructional schemes and formats (using case investigations, advising, illustrating, helping considerations, addressing, difficulty founded discovering, online consignment, etc.), and they manage this while identifying that scholars have varied backgrounds and grades of preparedness. In one position, teachers may glimpse their function as conveying factual data and in another as helping consideration and encouraging critical considering (Rasinski, 2003).

As variable and varied as value educating might be, generalizations may regardless be made about its rudimentary characteristics as recounted in the accompanying text box. The criteria for assessing educating alter between disciplines and inside disciplines, and should take into concern the grade of the course, the instructor's objectives and method, and the educating methodology employed. Nonetheless, the prime benchmark should be advanced scholar learning. Research shows that scholars, school and managers alike acquiesce that value teaching:

Establishes a affirmative discovering environment;

Motivates scholar ...