Classroom Assessment

The primary effect that new ideas in reading assessment are having is that classroom teachers rather than tests are being viewed as the most important instruments in assessment. The assessment information that teachers gather is seen as having the potential for being by far the most valuable and valued form of assessment (Lamme & Hysmith, 1991). A recently developed position statement by a joint committee of the International Reading Association and the National Council of Teachers of English directly states: "The teacher is the most important assessment instrument."

The concepts of performance-based and authentic assessment clearly imply that the observations that teachers make and the products that result from classroom instructional events are the most valuable and valid measures of reading (Hansen, 1992; Shavelson, 1992; Wiggins, 1992). As authentic approaches to assessment are increasingly implemented, the distinction between instruction and assessment should diminish.

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