Abstract/Details

Two effective primary teachers' use of literacy assessments: A case study


2005 2005

Other formats: Order a copy

Abstract (summary)

Using qualitative methodology, this study examined two primary teachers' use of literacy assessments. This inquiry investigated what types of assessments these teachers used, how they assessed, when they assessed their students, and how assessment information was communicated to both parents and students.

Eight questions guided the study: What abilities do effective primary teachers find important to assess? What assessment measures are used? What information from the assessments is considered important? How do teachers record information? How is this information organized for planning? How does the information: (a) inform planning and (b) inform instructional interactions? How do teachers share this information with students? parents? What questions, problems, and dilemmas do teachers encounter?

Findings from the data analysis supported the use of individualized classroom based assessments that were deeply imbedded within the instructional routines of the classroom. Teachers used assessments to guide their instruction. While they used summative assessments to check students' literacy learning, more importantly was their use of formative assessments to advance students' literacy learning. The study also demonstrated the important role of student involvement in the assessment process.

Recommendations included suggestions for classroom teachers, teacher educators, and curriculum directors.

Indexing (details)


Subject
Curricula;
Teaching;
Literacy;
Reading instruction;
Elementary education;
Educational evaluation
Classification
0727: Curricula
0727: Teaching
0535: Literacy
0535: Reading instruction
0524: Elementary education
0288: Educational evaluation
Identifier / keyword
Education; Instructional routines; Literacy assessments; Primary teachers
Title
Two effective primary teachers' use of literacy assessments: A case study
Author
Hruschak, Lynn M.
Number of pages
202
Publication year
2005
Degree date
2005
School code
0101
Source
DAI-A 66/07, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780542207181, 0542207184
Advisor
Padak, Nancy; Bruneau, Beverly
University/institution
Kent State University
University location
United States -- Ohio
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3180703
ProQuest document ID
304995295
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304995295/abstract
Access the complete full text

You can get the full text of this document if it is part of your institution's ProQuest subscription.

Try one of the following:

  • Connect to ProQuest through your library network and search for the document from there.
  • Request the document from your library.
  • Go to the ProQuest login page and enter a ProQuest or My Research username / password.