| مستخلص: |
This article illustrates the need to reform language arts assessment programs in the U.S. There is no question that excellent language arts assessment programs must include multiple samples of student work, gathered under a variety of conditions, and gathered in different ways. This more broadly based assessment will help students reflect about their own literacy development, aid teachers with planning, provide parents with understandable information about their children's language development, and give school administrators, board members, and citizens the information they need about the success of their school's language arts programs. Yet, the assessments that continue to dominate language arts programs are norm-referenced, multiple-choice tests. Such assessments are not adequate by themselves, and many argue they should be replaced by portfolios, teacher/student literacy conferences, written think-alongs, free-writes, work samples, and student self-assessment. The problem is that language arts assessment programs resemble a bunch of unassembled puzzle pieces. One typical piece of the puzzle is the state tests; another, the district tests. Other pieces include basal reader tests, Chapter 1 tests, portfolios kept by teachers, and performance assessment. |
Full Text Finder