Synopsis
This book presents a coherent philosophy of evaluation which is compatible with current views of literacy acquisition and student centered instruction. The authors have developed procedures that have been used and refined by experienced teachers familiar with the philosophy, theory, and practice of whole language teaching. They guide the reader through the evaluative process, moving from the goals of education to the gathering of authentic evidence of growth, culminating in reporting to parents and informing future instruction. The text features, among other topics, valuable coverage of the negotiated report, triangulated observation, and the quad, a plan to help organize assessment data. The key feature of Evaluating Literacy is practicality. Each approach to evaluation has been scrutinized to ensure that it is theoretically consistent with what is known about literacy and learners and, above all, workable. Moreover, the authors have been careful to present evaluation strategies that can be easily and successfully implemented. Their proposals are teacher-friendly, classroom-friendly, and student-friendly.
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About the Author
Robert Anthony is a member of the faculty of education at the University of Victoria, British Columbia, Canada. He has had wide experience teaching in public schools, and his in-service work and reseach keeps him in continuous contact with the realities of classrooms.
Terry Johnson is a member of the faculty of education at the University of Victoria, British Columbia, Canada. He has had wide experience teaching in public schools, and his in-service work and reseach keeps him in continuous contact with the realities of classrooms. Terry is a co-author of two books previously published by Heinemann (Literacy Through Literature, 1987, and Bringing It All Together, 1990).
Norma Mickelson is a member of the faculty of education at the University of Victoria, British Columbia, Canada. She has had wide experience teaching in public schools, and her in-service work and reseach keeps her in continuous contact with the realities of classrooms.
Alison Preece is a member of the faculty of education at the University of Victoria, British Columbia, Canada. She has had wide experience teaching in public schools, and her in-service work and reseach keeps her in continuous contact with the realities of classrooms.
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Evaluating Literacy: A Perspective for Change
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