Assessing Early Reading Achievement: The Road to Results
| Author (s) |
Ervin, R. |
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| Year of Publication |
1998 |
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| Publication Type |
article |
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| Name of Periodical |
Phi Delta Kappan |
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| Volume |
80 |
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| Issue |
3 |
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| Page Numbers |
226-228 |
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| Editors |
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| Publisher &
Address |
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| Available From |
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| URL |
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| Suggested Audience |
- Administrators
- Teachers
- Parents
- Researchers
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| Descriptors |
- Parent education and training
- Action research
- Elementary schools
- Program development
- Literacy
- Teacher roles
- Student assessment
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Content Abstract
This article details a seamless, continuous-progress performance assessment titled the Bangor Assessment of Reading (BAR). This assessment was created, by a team of educators, after 24 first-grade teachers in Bangor, Maine objected to the use of the standardized achievement test to assess literacy, and in its place designed the BAR. The BAR is ”a triennial process of assessing fluency, construction of meaning, comprehension, reading strategies, and student attitudes toward literature (p. 227).” The core of the BAR includes a kit of books linked to specific levels, with enough alternative choices to permit retesting. The kit also contains a manual to standardize the practice of assessment. The author asserts the importance of teacher involvement in creating, implementing successfully, and evaluating assessment strategies. Teacher training with the BAR, setting standards for teachers and administrators, as well as educating parents about school standards are discussed. (excerpts from article)
Methodological Notes
Additional Comments
Reviews and Commentary by the Field
May I please have a copy of this article sent to me via e-mail? Many Thanks.
-
Terry Buckingham
(Trumbull, CT FFld.)
