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dc.contributor.advisorSmith, Arthur
dc.contributor.authorSchubert, Margaret McHugh
dc.date.accessioned2021-09-07T21:45:58Z
dc.date.available2021-09-07T21:45:58Z
dc.date.issued7/1/1993
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5196
dc.description.abstractTeachers and residents in one small school district were surveyed to determine their needs for reading assessments, the methods of assessment they thought would best meet those needs, and their opinions on what is needed in order to read well. Results showed that both groups use assessment primarily to monitor student progress and to identify student strengths and weaknesses. Teachers also use assessments to plan instruction, strategies and activities. The two methods of assessment that the majority of respondents thought would best meet their assessment needs were individual assessment of reading performance and daily observation with frequent anecdotal records. Respondents cited 93 different criteria for reading well, with all but eight corresponding to factors cited by experts and researchers as influencing reading proficiency. Results indicated agreement between the two groups across all three topics and implied a support for whole-language instruction and alternative, perhaps authentic, assessment.
dc.subjectReading Assessments
dc.subjectStudent Progress
dc.subjectStudent Evaluation
dc.subjectReading Proficiency
dc.subjectWhole-Language Instruction
dc.subjectReading Performance
dc.titleA Survey of Audiences for Reading Assessment: One District’s Needs and Methods of Assessment and Its Profile of a Good Reader
dc.typethesis
refterms.dateFOA2021-09-07T21:45:58Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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