{"title":"What is it Happening in Reading Assessment","authors":"J. Fletcher, Karen Nicholas","doi":"10.20533/IJI.1742.4712.2016.0146","DOIUrl":null,"url":null,"abstract":"This paper explores how reading assessment is used to support 11to 13-year-old students in reading. Learning to be an effective reader of a wide range of texts is critical for students as they reach young adolescence. Using a socially constructed ontology, a qualitative approach was used to explore the perceptions of five principals, seven teachers and nine parents. The five case study schools were situated in low to middle socio-economic areas in New Zealand. The study found that there was a range of methods of assessing reading and analyzing the data, and the analyses of data supported decisions school-wide in supporting low progress readers. Also, students were assessed against the National Standards and this information was shared with parents.","PeriodicalId":306661,"journal":{"name":"International Journal for Infonomics","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal for Infonomics","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.20533/IJI.1742.4712.2016.0146","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
This paper explores how reading assessment is used to support 11to 13-year-old students in reading. Learning to be an effective reader of a wide range of texts is critical for students as they reach young adolescence. Using a socially constructed ontology, a qualitative approach was used to explore the perceptions of five principals, seven teachers and nine parents. The five case study schools were situated in low to middle socio-economic areas in New Zealand. The study found that there was a range of methods of assessing reading and analyzing the data, and the analyses of data supported decisions school-wide in supporting low progress readers. Also, students were assessed against the National Standards and this information was shared with parents.