IMPORTANCE OF REREADING ASSESSMENT
Article Sidebar
Main Article Content
Abstract:
this article is described to give a clear image of a student’s reading performance and to help inform instruction, a range of assessment styles, and frameworks. Therefore, the goal of this article was to evaluate studies on the use of suitable assessments to pinpoint at-risk students and forecast performance on high-stakes outcome examinations for school graders.
Article Details
How to Cite:
References:
Applegate, M. D., Applegate, A. J., & Modla V. B. (2009). “She’s my best reader; she just can’t comprehend”: Studying the relationship between fluency and comprehension. The Reading Teacher, 62, 512-521.
Bennett, R. E. (2011). Formative assessment: a critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5-25.
Brookhart, S. (2011). Educational assessment knowledge and skills for teachers.
Educational Measurement: Issues and Practice 30(1), 3-12.
Buly, M. R., & Valencia, S. W. (2002). Below the bar: Profiles of students who fail state reading assessments. Educational Evaluation and Policy Analysis, 24(3), 219- 239.