Selecting Appropriate Individual and Group-Based Assessments

Abstract

Purpose – To provide classroom teachers with an overview of a range of assessments that can be administered either individually or to a group.

Design/methodology/approach – The chapter is organized from early literacy skill assessments (both individual and group based) to comprehension and standardized tests.

Findings – Provides detailed information on skills required for each element of reading, design of assessment, intended purpose, and process of administration.

Research limitations/implications – This is not an exhaustive list, the authors strove to highlight the most reliable and practical assessments from a large body of possible choices.

Practical implications – This is a valuable source for classroom teachers who are provided with a wide-range of assessment choices covering the breadth of reading skills with extensive details on each.

Originality/value of paper – Teachers need a range of assessments to choose from to make decisions at the individual, class and school level.

Citation

Ortlieb, E., Cheek, E.H., Bowers, E. and Grandstaff-Beckers, G. (2012), "Selecting Appropriate Individual and Group-Based Assessments", Ortlieb, E. and Cheek, E.H. (Ed.) Using Informative Assessments towards Effective Literacy Instruction (Literacy Research, Practice and Evaluation, Vol. 1), Emerald Group Publishing Limited, Leeds, pp. 137-176. https://doi.org/10.1108/S2048-0458(2012)0000001008