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Assessment Literacy: Implications for the Literacy Professional

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Title: Assessment Literacy: Implications for the Literacy Professional
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
FullText Text:
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  Data: 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/
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  Data: 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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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
    Subjects:
      – SubjectFull: Assessment Literacy
        Type: general
      – SubjectFull: Reading Teachers
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Specialists
        Type: general
      – SubjectFull: Testing
        Type: general
      – SubjectFull: Test Interpretation
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Informal Reading Inventories
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Misconceptions
        Type: general
      – SubjectFull: Oral Reading
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: New York
        Type: general
    Titles:
      – TitleFull: Assessment Literacy: Implications for the Literacy Professional
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            NameFull: Harmey, Sinead
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              Type: published
              Y: 2020
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              Value: 30
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