Effect on Instruction and Classroom Management

By thinking of assessment as part of instruction, teachers obtain immediate instructional suggestions and make any adjustments that are necessary. Teacher observation is a legitimate, necessary, valuable source of assessment information. By asking children to read aloud or to retell a portion of a selection they are reading, the teacher receives immediate information about the level of challenge that the selection presents to various students (Bembridge, 1992; Morrow, 1985).

Classroom organization and management suggestions flow from ongoing assessment data. Children who need added support, for example, may be encouraged to work in cooperative groups. Students who are having difficulty gain the support they need, and very able students gain deeper understanding of the materials they are reading as they explain the materials to others (Johnson & Johnson, 1992).

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