Literaturnachweis - Detailanzeige
| Autor/in | Ediger, Marlow |
|---|---|
| Titel | Testing versus Functional Approaches in Determining Reading Progress. |
| Quelle | (2000), (10 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Cognitive Style; Elementary Secondary Education; Evaluation Methods; Functional Literacy; Norm Referenced Tests; Portfolio Assessment; Reading Tests; Student Motivation |
| Abstract | The testing and measurement movement has certainly become important in United States education. Test scores are looked upon as being quite valuable in ascertaining student achievement, especially in the reading curriculum. Percentiles, standard deviations, stanine scores, and other indicators are given to show objectively how well the reading curriculum, teachers, and students are performing and to indicate progress made. An alternative to testing is to notice how well any individual, student or adult, reads in a functional setting, and this is perhaps more revealing of how well anyone can read. In addition to functional reading contexts, three other types of factors may be considered in ascertaining reading success: (1) other means of intelligence such as visual/spatial, logical/mathematical, or musical/rhythmic; (2) portfolios of student work including feedback; and (3) different student motivators such as thinking, feeling, sensing, and intuition. There are numerous approaches that teachers need to use to motivate students to achieve as optimally as possible. (EF) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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