Assessment Literacy: Implications for the Literacy Professional
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| Title: | Assessment Literacy: Implications for the Literacy Professional |
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| Language: | English |
| Authors: | Kabuto, Bobbie, Harmey, Sinead |
| Source: | Language and Literacy Spectrum. May 2020 30(1). |
| Availability: | New York State Reading Association. PO Box 874, Albany, NY 12201. Tel: 518-434-4748; e-mail: tlalspectrum@mville.edu; Web site: http://www.nysreading.org/; Web site: https://digitalcommons.buffalostate.edu/lls/ |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Assessment Literacy, Reading Teachers, Graduate Students, Specialists, Testing, Test Interpretation, Literacy, Informal Reading Inventories, Elementary School Students, Misconceptions, Oral Reading, Reading Comprehension, Teacher Education |
| Geographic Terms: | New York |
| Abstract: | This article explores how the general term of assessment literacy can be specified to the area of reading through the lens of the informal reading inventory, Qualitative Reading Inventory-5. This article will investigate the common misconceptions that teachers, who were enrolled in a graduate program to become state-certified specialized literacy professionals, had when conducting and interpreting the QRI-5. The data that will be presented is from a project that examined the theories that undergird informal reading inventories, and how teachers understood these theories. We will then include recommendations for improving assessment literacy for developing specialized literacy professionals. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1263064 |
| Database: | ERIC |
| Abstract: | This article explores how the general term of assessment literacy can be specified to the area of reading through the lens of the informal reading inventory, Qualitative Reading Inventory-5. This article will investigate the common misconceptions that teachers, who were enrolled in a graduate program to become state-certified specialized literacy professionals, had when conducting and interpreting the QRI-5. The data that will be presented is from a project that examined the theories that undergird informal reading inventories, and how teachers understood these theories. We will then include recommendations for improving assessment literacy for developing specialized literacy professionals. |
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