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Effective Practices for Assessing Young Readers. CIERA Report.

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Bibliographic Details
Title: Effective Practices for Assessing Young Readers. CIERA Report.
Language: English
Authors: Paris, Scott G., Paris, Alison H., Carpenter, Robert D., Center for the Improvement of Early Reading Achievement, Ann Arbor, MI.
Availability: CIERA/University of Michigan, 610 E. University Ave., 1600 SEB, Ann Arbor, MI 48109-1259. Tel: 734-647-6940; Fax: 734-763-1229. Web site: http://www.ciera.org.
Peer Reviewed: N
Page Count: 23
Publication Date: 2001
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.
Contract Number: R305R70004
Report Number: CIERA-3-013
Document Type: Reports - Research
Descriptors: Beginning Reading, Informal Reading Inventories, Primary Education, Reading Comprehension, Reading Fluency, Student Evaluation, Teacher Surveys
Geographic Terms: U.S.; Michigan
Abstract: This report addresses how reading comprehension can be assessed when children have limited decoding skills. Successful teachers use reading assessments for many purposes. A Center for the Improvement of Early Reading Achievement (CIERA) survey of 496 teachers in "beat the odds" schools revealed that they use many informal reading tasks to assess children's skills, knowledge, and fluency on a daily basis. They use "internal" assessments under their control more often than "external" assessments created by publishers or mandated by others. Paradoxically, teachers believe that administrators give more attention to external, high-stakes assessments than the internal assessments of daily work that are linked to instruction. It is also paradoxical that teachers report their training for internal assessments as "Good" but their training to use external assessments was only "Fair." This report outlines the benefits of a developmental approach to early reading assessment based on teachers' internal assessments that are tailored selectively for children and the curriculum. (Contains 4 tables, guidelines for assessment with children 3-8 years of age, and 26 references.) (NKA)
Journal Code: RIEMAY2002
Entry Date: 2002
Accession Number: ED459430
Database: ERIC
Description
Abstract:This report addresses how reading comprehension can be assessed when children have limited decoding skills. Successful teachers use reading assessments for many purposes. A Center for the Improvement of Early Reading Achievement (CIERA) survey of 496 teachers in "beat the odds" schools revealed that they use many informal reading tasks to assess children's skills, knowledge, and fluency on a daily basis. They use "internal" assessments under their control more often than "external" assessments created by publishers or mandated by others. Paradoxically, teachers believe that administrators give more attention to external, high-stakes assessments than the internal assessments of daily work that are linked to instruction. It is also paradoxical that teachers report their training for internal assessments as "Good" but their training to use external assessments was only "Fair." This report outlines the benefits of a developmental approach to early reading assessment based on teachers' internal assessments that are tailored selectively for children and the curriculum. (Contains 4 tables, guidelines for assessment with children 3-8 years of age, and 26 references.) (NKA)