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Students Selecting Stories by Jay R. Campbell

Title Students Selecting Stories
Author Jay R. Campbell
Publisher Unknown
Release Date 1997
Category Children
Total Pages 98
ISBN PURD:32754067535785
Language English, Spanish, and French
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Title Students selecting stories the effects of choice in reading assessment results from the NAEP Reader special study of the 1994 National Assessment of Educational Progress
Author Anonim
Publisher DIANE Publishing
Release Date 2020
Category
Total Pages 86
ISBN 9781428927766
Language English, Spanish, and French
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Book Summary:

Title Resources in Education
Author Anonim
Publisher Unknown
Release Date 1998
Category Education
Total Pages 86
ISBN UOM:39015079892801
Language English, Spanish, and French
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Book Summary:

Naep 1998 Writing by Laura Jerry

Title NAEP 1998 writing
Author Laura Jerry
Publisher Unknown
Release Date 1999
Category Academic achievement
Total Pages 35
ISBN MINN:31951D01918556Z
Language English, Spanish, and French
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Book Summary:

Title Vertical File Index
Author Anonim
Publisher Unknown
Release Date 1998
Category Filing systems
Total Pages 86
ISBN UOM:39015079632512
Language English, Spanish, and French
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The Naep 1998 Reading Report Card by National Center for Education Statistics

Title The NAEP 1998 reading report card
Author National Center for Education Statistics
Publisher Unknown
Release Date 1999
Category Education
Total Pages 15
ISBN UIUC:30112041296671
Language English, Spanish, and French
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Book Summary:

Fostering The Love Of Reading by International Reading Association, Newark, DE.

Title Fostering the Love of Reading
Author International Reading Association, Newark, DE.
Publisher Newark, Del., USA : International Reading Association
Release Date 1994
Category Education
Total Pages 277
ISBN UOM:49015002260611
Language English, Spanish, and French
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Book Summary:

Representing current thinking about a wide range of issues related to reading motivation, this book offers a look at how to create classroom cultures that foster in students the love of reading. The book is about teachers and the critical role they play in helping children develop into motivated, active, engaged readers who read both for pleasure and information because they find it to be personally satisfying and rewarding. After an introduction ("Developing Lifelong Readers" by Eugene H. Cramer and Marrietta Castle), chapters in the book are: (1) "Reading and Society: Lessons from the World Out There" (Lloyd W. Kline); (2) "Toward a Model of Reading Attitude Acquisition" (Michael C. McKenna); (3) "The Insatiable Appetite" (Victor Nell); (4) "Who Reads What and When?" (Peter J. L. Fisher); (5) "How Teacher Attitudes Influence Reading Achievement" (Edward J. Dwyer and Evelyn E. Dwyer); (6) "A Portrait of Parents of Successful Readers" (Dixie Lee Spiegel); (7) "Promoting the Reading Habit: Considerations and Strategies" (Jerry L. Johns and Peggy VanLeirsburg); (8) "Literature and the Visual Arts: Natural Motivations for Literacy" (Richard Sinatra); (9) "Instilling a Love of Words in Children" (Nancy Lee Cecil); (10) "Connecting in the Classroom: Ideas from Teachers" (Eugene H. Cramer); (11) "Helping Children Choose Books" (Marietta Castle); (12) "Values, Agendas, and Preferences in Children's and Young Adult Literature" (June D. Knafle); (13) "Response to Literature: Models for New Teachers" (Camille L. Z. Blachowicz and Cathryn A. Wimett); (14) "Affect Versus Skills; Choices for Teachers" (Betty S. Heathington); (15) "Coordinating Teacher Read-Alouds with Content Instruction in Secondary Classrooms" (Judy S. Richardson); (16) "Writing Novels for Discouraged Readers...and Why We Must" (Irene Schultz); and (17) "Educating Teachers Affectively: Client-Centered Staff Development" (Cara L. Garcia). An epilogue ("The Need for Affective Literates" by Larry Mikulecky), concludes the book. Contains 93 references. (RS)

Windows Into The Classroom by Claudia A. Gentile

Title Windows Into the Classroom
Author Claudia A. Gentile
Publisher Center
Release Date 1995
Category Academic achievement
Total Pages 272
ISBN UCR:31210024773507
Language English, Spanish, and French
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Book Summary:

Based on a survey conducted in 1992 by the National Assessment of Educational Progress (NAEP), a study examined the types of writing students performed in school, the quality of their classroom writing, and the relationship between their classroom writing and their performance on the NAEP writing assessment. A nationally representative subgroup of more than 3,000 fourth and eighth graders who participated in the 1992 NAEP writing assessment submitted three pieces of writing that represented their best writing efforts and reflected different kinds of writing (narrative, informative, persuasive). Students were asked to give special preference to pieces developed using writing process strategies such as pre-writing activities, consulting with others about writing, and revising successive drafts. Teachers completed a brief questionnaire and students wrote a letter explaining their selections. Each student portfolio underwent a 3-part analysis. Major findings included: (1) most students submitted narrative and/or informative writing; (2) at fourth grade, most of the informative papers were brief and undeveloped; (3) most of the fourth-grade informative writing was at a basic level; (4) the majority of papers showed evidence that their writers had employed process strategies; (5) students who spent more time on writing performed better on their portfolio writing; and (6) generally, the correlation between assessment and portfolio ratings was low for narrative and informative writing for both grades. Contains 32 tables and 9 figures of data. A summary of state writing assessment programs, a 100-item annotated bibliography, a procedural appendix, administration materials, and examples of students' writing are attached.) (RS)

Nation S Report Card by Hilary R. Persky

Title Nation s Report Card
Author Hilary R. Persky
Publisher National Center for Education Statistics
Release Date 2003
Category Educational evaluation
Total Pages 241
ISBN PSU:000058827901
Language English, Spanish, and French
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Book Summary:

Title Reading Literacy in the United States
Author Anonim
Publisher Unknown
Release Date 1994
Category Literacy
Total Pages 432
ISBN UOM:39015042959687
Language English, Spanish, and French
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Book Summary:

Title Understanding and Using Reading Assessment K 12 3rd Edition
Author Peter Afflerbach
Publisher ASCD
Release Date 2017-12-20
Category Education
Total Pages 288
ISBN 9781416625018
Language English, Spanish, and French
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Book Summary:

Why do we assess reading? What do we assess when we assess reading? How, where, and when do we assess reading? Reading instruction and assessment expert Peter Afflerbach addresses these questions and much more in the 3rd edition of Understanding and Using Reading Assessment, K–12. Using the CURRV model to evaluate reading assessment methods—including reading inventories, teacher questioning, performance assessment, and high-stakes reading tests—Afflerbach considers the consequences and usefulness of each method, the roles and responsibilities of key stakeholders, and the reliability and validity of the assessments. In addition, he examines four important but often overlooked aspects of reading assessment: • Assessment accommodation for English-language learners and students with special needs • Assessment of noncognitive aspects of reading, such as motivation, engagement, self-concept, and self-efficacy • The use of formative and summative assessment • The importance of self-assessment in building reading independence The book provides detailed case studies from all grade levels to illustrate reading assessment done well. It also includes 15 reproducible forms and checklists that teachers and administrators can use to optimize their reading assessment efforts. Students are expected to read increasingly complex texts and to complete increasingly complex reading-related tasks to demonstrate their growth as readers. This book offers teachers and administrators alike a clear path to helping students meet those expectations. This book is a co-publication of ASCD and ILA. New to the 3rd edition: • New chapter “Formative and Summative Assessment” • Three significantly revised chapters—Performance Assessment; Assessment Accommodation for English Learners and Students With Special Needs (“Accommodation and Reading Assessment” in 2nd edition); Assessing “the Other”: Important Noncognitive Aspects of Reading • Fifteen reproducible and downloadable forms and checklists

Standards For The Assessment Of Reading And Writing by International Reading Association

Title Standards for the Assessment of Reading and Writing
Author International Reading Association
Publisher International Reading Assoc.
Release Date 2009-12-03
Category Language Arts & Disciplines
Total Pages 64
ISBN 9780872077768
Language English, Spanish, and French
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Book Summary:

With this updated document, IRA and NCTE reaffirm their position that the primary purpose of assessment must be to improve teaching and learning for all students. Eleven core standards are presented and explained, and a helpful glossary makes this document suitable not only for educators but for parents, policymakers, school board members, and other stakeholders. Case studies of large-scale national tests and smaller scale classroom assessments (particularly in the context of RTI, or Response to Intervention) are used to highlight how assessments in use today do or do not meet the standards.

Title Preventing Reading Difficulties in Young Children
Author National Research Council
Publisher National Academies Press
Release Date 1998-07-22
Category Education
Total Pages 448
ISBN 9780309064187
Language English, Spanish, and French
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Book Summary:

While most children learn to read fairly well, there remain many young Americans whose futures are imperiled because they do not read well enough to meet the demands of our competitive, technology-driven society. This book explores the problem within the context of social, historical, cultural, and biological factors. Recommendations address the identification of groups of children at risk, effective instruction for the preschool and early grades, effective approaches to dialects and bilingualism, the importance of these findings for the professional development of teachers, and gaps that remain in our understanding of how children learn to read. Implications for parents, teachers, schools, communities, the media, and government at all levels are discussed. The book examines the epidemiology of reading problems and introduces the concepts used by experts in the field. In a clear and readable narrative, word identification, comprehension, and other processes in normal reading development are discussed. Against the background of normal progress, Preventing Reading Difficulties in Young Children examines factors that put children at risk of poor reading. It explores in detail how literacy can be fostered from birth through kindergarten and the primary grades, including evaluation of philosophies, systems, and materials commonly used to teach reading.

Knowing What Students Know by National Research Council

Title Knowing What Students Know
Author National Research Council
Publisher National Academies Press
Release Date 2001-10-27
Category Education
Total Pages 382
ISBN 9780309293228
Language English, Spanish, and French
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Book Summary:

Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.

The Nation S Report Card by Patricia L. Donahue

Title The Nation s Report Card
Author Patricia L. Donahue
Publisher Education Department
Release Date 2001
Category Reading
Total Pages 125
ISBN STANFORD:36105112612481
Language English, Spanish, and French
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Book Summary:

Title To Read Or Not to Read A Question of National Consequence
Author Dana Gioia
Publisher DIANE Publishing
Release Date 2008-03
Category
Total Pages 20
ISBN 1422399966
Language English, Spanish, and French
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Book Summary:

Executive Summary for a report which gathers & collates the best national data available to provide a reliable & comprehensive overview of American reading today. This report relies on large, nat. studies conducted on a regular basis by U.S. fed. agencies, supplemented by academic, foundation, & business surveys. Although there has been measurable progress in recent years in reading ability at the elementary school level, all progress appears to halt as children enter their teenage years. There is a general decline in reading among teenage & adult Americans. Both reading ability & the habit of regular reading have greatly declined among college grad. The declines have demonstrable social, economic, cultural, & civic implications. Charts & tables.

Title The Condition of Education 2019
Author Nces
Publisher Claitor's Pub Division
Release Date 2020-02
Category Education
Total Pages 394
ISBN 1598049399
Language English, Spanish, and French
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Book Summary:

The Condition of Education 2019, a congressionally mandated annual report summarizing the latest data on education in the United States. This report is designed to help policymakers and the public monitor educational progress. This year's report includes 48 indicators on topics ranging from prekindergarten through postsecondary education, as well as labor force outcomes and international comparisons.

Letters To A Young Teacher by Jonathan Kozol

Title Letters to a Young Teacher
Author Jonathan Kozol
Publisher Broadway Books
Release Date 2007
Category Education
Total Pages 288
ISBN 9780307393722
Language English, Spanish, and French
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Book Summary:

The author shared personal reflections, anecdotes, wisdom, and guidance in his letters to Francesca, a first-year teacher, as he attempted to help her deal with the challenges she faced and encouraged her to do her best.

Advancing Human Assessment by Randy E. Bennett

Title Advancing Human Assessment
Author Randy E. Bennett
Publisher Springer
Release Date 2017-10-17
Category Education
Total Pages 711
ISBN 9783319586892
Language English, Spanish, and French
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Book Summary:

This book is open access under a CC BY-NC 2.5 license.​​ This book describes the extensive contributions made toward the advancement of human assessment by scientists from one of the world’s leading research institutions, Educational Testing Service. The book’s four major sections detail research and development in measurement and statistics, education policy analysis and evaluation, scientific psychology, and validity. Many of the developments presented have become de-facto standards in educational and psychological measurement, including in item response theory (IRT), linking and equating, differential item functioning (DIF), and educational surveys like the National Assessment of Educational Progress (NAEP), the Programme of international Student Assessment (PISA), the Progress of International Reading Literacy Study (PIRLS) and the Trends in Mathematics and Science Study (TIMSS). In addition to its comprehensive coverage of contributions to the theory and methodology of educational and psychological measurement and statistics, the book gives significant attention to ETS work in cognitive, personality, developmental, and social psychology, and to education policy analysis and program evaluation. The chapter authors are long-standing experts who provide broad coverage and thoughtful insights that build upon decades of experience in research and best practices for measurement, evaluation, scientific psychology, and education policy analysis. Opening with a chapter on the genesis of ETS and closing with a synthesis of the enormously diverse set of contributions made over its 70-year history, the book is a useful resource for all interested in the improvement of human assessment.