Reading Assessments

Une 741

Reading Response Module 2

Afflerbach (2012) highlighted the many components that make up reading assessments. First, reading is a complex process that incorporates strategies, fluency, comprehension, vocabulary, motivation, and other considerations. However, some assessments only measure a couple of these components. As Afflerbach (2012) points our, "we should plan to assess what we plan to teach" p. 7. As a result, multiple assessments are often used to give a more complete picture of the learning that is taking place. The use of reading assessment inventories tracks the types of assessment being used and what they measure. In order to determine what is taught and therefore what is assessed, educators also need to have a solid definition of what literacy is. Additionally, educators need to be informed on effective reading assessments that encompass "cognition, observation, and interpretation". The CURRV Model (consequences, usefulness, roles and responsibilities, reliability, and validity) can aid educators in selecting reading assessments (Afflerbach, 2012).

What do Costello and Johnston have to say?

Costello and Johnston (2005) echo Afflerbach's sentiments that reading is complex. Reading is constantly evolving, and students need to be flexible or resilient readers. They also note that reading is a social process. Because reading continues to evolve, so should assessment practices. Assessments need to take into account all the aspects of reading and can be summative and formative. Although educators often disagree on teaching practices, discourse on assessment and instructional practices are necessary. When teachers, parents and students collaborate, beneficial results are possible.

My Take Aways

"Learning must form the basis of our assessment practice" (Johnston & Costello, 2005, p 265).

References

Afflerbach, P. (2012). Understanding and using reading assessment, K-12 (2nd ed.). Newark,

DE: International Reading Association.


IRA & NCTE. (2007). Standards for the Assessment of Reading and Writing [PowerPoint Slides]. Retrieved July 10, 2014, from http://stream.une.edu/hosted/mse/edu741Mod1_Powerpoint/edu741Mod1_StandardsfortheAssessmentofReadingandWriting.htm



Johnston, P., & Costello, P. (2005). Theory and Research into Practice: Principles for Literacy Assessment. Reading Research Quarterly, 40(2), 256-267. Retrieved February 6, 2011,from http://www.jstor.org/stable/4151682


http://www.reading.org/downloads/podcasts/II-Afflerbach.mp3