Making assessment matter : using test results to differentiate reading instruction
- Lesaux, Nonie K.
- New York : Guilford Press, c2012.
- Physical description
- xii, 143 p. : ill. ; 26 cm.
LB1050.5 .L3878 2012
- Unknown LB1050.5 .L3878 2012
- Marietta, Sky H.
- Includes bibliographical references (p. 133-137) and index.
- Part I: Foundational Issues for Data-Driven Instruction. A New Relationship with Student Data. Why Many Readers Fail. An Assessment Battery That Works. Part II: Assessment Considerations for Special Populations. Assessment to Support Struggling Readers. Considerations for Linguistically Diverse Students. Part III: Action Steps for Improved Instruction. Identifying Instructional Priorities and Designing Effective Instruction. Putting Schoolwide Response to Intervention in Place. Leading Data-Driven Instruction.
- (source: Nielsen Book Data)
- Publisher's Summary
- All too often, literacy assessments are given only for accountability purposes and fail to be seen as valuable resources for planning and differentiating instruction. This clear, concise book shows K-5 educators how to implement a comprehensive, balanced assessment battery that integrates accountability concerns with data-driven instruction. Teachers learn to use different types of test scores to understand and address students' specific learning needs. The book features an in-depth case example of a diverse elementary school that serves many struggling readers and English language learners. Reproducible planning and progress-monitoring forms can be downloaded and printed in a convenient 8 1/2" x 11" size.
(source: Nielsen Book Data)
- Publication date
- Nonie K. Lesaux, Sky H. Marietta.