How do whole language teachers evaluate their students?
How can evaluation fit the principles and requirements of whole language?
How can evaluation help whole language teachers learn more about their students?
How can evaluation be made an integral part of the whole language program?

Contributors to this book answer such questions with ideas that are grounded in proven, working methods of evaluation. Through descriptions of their classrooms and vignettes of their students, they demonstrate how they have created environments that facilitate whole language evaluation. They discuss strategies they use in assessing students' growth across many curricular areas, including reading, writing, and second language growth, and suggest alternatives to standardized tests in mainstream, resource, and special education programs.

About the Author

Kenneth S. Goodman is Professor Emeritus, Language, Reading, and Culture, College of Education, University of Arizona, where he has spent a long professional life observing the reading process in active use. From his earliest miscue research published in 1965 to the most recent presentation of his understanding of the reading process in 1997, he has continued to fuel thought-provoking discussions of the nature of reading. His research has earned him major awards from NCTE, IRA, NRC, and NCRLL. An elected member of the Reading Hall of Fame, Goodman is a past president of IRA, NCRLL, and the Center for Expansion of Language and Thinking.

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