A raciolinguistic perspective on standardized literacy assessments

2020 ◽  
pp. 100868
Author(s):  
Nelson Flores
Keyword(s):  
Literacy Assessments

scholarly journals Health Literacy Assessments May Be Inconsistently Conducted in IBD Patients

2019 ◽  
Vol 25 (8) ◽  
pp. e94-e94
Author(s):  
Marie L Borum ◽  
Sonia L Taneja ◽  
Michelle Corinaldi
Keyword(s):  
Health Literacy ◽  
Literacy Assessments

Comparison of Cancer-specific and General Health Literacy Assessments in an Educated Population: Correlations and Modifying Factors

2015 ◽  
Vol 31 (2) ◽  
pp. 268-271 ◽  
Author(s):  
Wiley D. Jenkins ◽  
Whitney E. Zahnd ◽  
Allison Spenner ◽  
Celeste Wiley ◽  
Rhonda Roles ◽  
...  
Keyword(s):  
Health Literacy ◽  
General Health ◽  
Modifying Factors ◽  
Literacy Assessments

Cross-Cultural Assessment of Young Children's Language and Literacy Development

2008 ◽  
Vol 9 (2) ◽  
pp. 71-78 ◽  
Author(s):  
Angela Losardo ◽  
Angela Notari-Syverson ◽  
Thalia Coleman ◽  
Dawn C. Botts
Keyword(s):  
Literacy Development ◽  
Cross Cultural ◽  
Successful Implementation ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
Literacy Assessments ◽  
Cultural Assessment ◽  
Language And Literacy Development ◽  
Increasing Demand

Abstract Speech-language pathologists are faced with an increasing demand to conduct language and literacy assessments for children who are from cultures different from their own. Cross-cultural assessment is challenging. This article outlines the conditions necessary for successful implementation of culturally appropriate models of assessment. Alternative approaches to assessment are proposed that will guide speech-language pathologists about where, when, and how to assess children. Embedded approaches, authentic approaches, mediated approaches, and comprehensive models offer the speech-language pathologist the option of using assessment activities which can be adapted to match the needs of the child being assessed. And finally, ideas for family-professional collaboration in the assessment of young children's language and literacy development are provided.

Assessment, accountability, and access: Constrained skill mastery as instructional gatekeeper

2021 ◽  
pp. 146879842110420
Author(s):  
Colleen E Whittingham ◽  
Emily Brown Hoffman ◽  
Kathleen A Paciga
Keyword(s):  
Public Education ◽  
Student Success ◽  
Literacy Instruction ◽  
Teaching And Learning ◽  
Literacy Assessments ◽  
Skill Mastery ◽  
Definition Of ◽  
Policies And Practices

The nature of the literacy assessments valued in the persistent accountability climate within U.S. public education, coupled with an increasingly polarized discourse around what counts as the science of reading (SOR), have resulted in instructional gatekeeping that privileges constrained skill teaching and learning in K-3 settings. The gatekeeper phenomenon is an urgent issue of equity, with children from minoritized populations bearing the brunt of the disparity. By highlighting how commonly enacted policies and practices around assessment and accountability withhold unconstrained skill teaching and learning due to pressure to prove student success via constrained skill mastery, we demonstrate how some students, often the most marginalized, receive insufficient literacy instruction in K-3. To fully actualize an expansive definition of the SOR, an expansive definition of assessment and accountability must also be adopted - one which attends to constrained and unconstrained skills while utilizing appropriate measures to document learning beginning in the earliest grades.

The promise of alternative literacy assessments in the classroom: A review of empirical studies

1998 ◽  
Vol 38 (2) ◽  
pp. 153-168 ◽  
Author(s):  
Eurydice Bouchereau Bauer
Keyword(s):  
Empirical Studies ◽  
Literacy Assessments
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