TY  - CHAP
AB  - 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.
VL  - 1
SN  - 978-1-78052-630-0, 978-1-78052-631-7/2048-0458
DO  - 10.1108/S2048-0458(2012)0000001008
UR  - https://doi.org/10.1108/S2048-0458(2012)0000001008
AU  - Ortlieb Evan
AU  - Cheek Earl H.
AU  - Bowers Erica
AU  - Grandstaff-Beckers Gerlinde
ED  - Evan Ortlieb
ED  - Earl H. Cheek
PY  - 2012
Y1  - 2012/01/01
TI  - Selecting Appropriate Individual and Group-Based Assessments
T2  - Using Informative Assessments towards Effective Literacy Instruction
T3  - Literacy Research, Practice and Evaluation
PB  - Emerald Group Publishing Limited
SP  - 137
EP  - 176
Y2  - 2024/09/22
ER  -