Title
Beyond Standardized Truth: Improving Teaching and Learning Through Inquiry-Based Reading Assessment - Paperback
by Scott Filkins (Author)
Beyond Standardized Truth, included in the Principles in Practice imprint, is the result of the author's own efforts to bridge the gap between valuing reading and being able to respond with appropriate instruction or evaluate growth in reading.
Scott Filkins brings us into his classroom and the classrooms of his colleagues to demonstrate how high school teachers across the disciplines can engage in inquiry-based reading assessment to support student learning. Based in the IRA-NCTE Standards for the Assessment of Reading and Writing, Revised Edition, the classroom portraits highlight the importance of incorporating genuinely formative assessment into our instruction.
Filkins unpacks his own history with assessment through engaging "confessions" of his early practices and eventual growth toward a framework that situates reading assessment in an inquiry model. Throughout the book, he showcases his colleagues' attempts to use an inquiry framework, including the various tools and documentation methods that help them inquire into their students' habits and thoughts as readers, use formative assessment to fuel the gradual release of responsibility framework, and use reading assessment as a means of professional reflection.
Finally, Filkins challenges us to broaden the conversation about assessment to a wider range of stakeholders and offers a vision of assessment as an expression of care for the students in our charge.
by Scott Filkins (Author)
Beyond Standardized Truth, included in the Principles in Practice imprint, is the result of the author's own efforts to bridge the gap between valuing reading and being able to respond with appropriate instruction or evaluate growth in reading.
Scott Filkins brings us into his classroom and the classrooms of his colleagues to demonstrate how high school teachers across the disciplines can engage in inquiry-based reading assessment to support student learning. Based in the IRA-NCTE Standards for the Assessment of Reading and Writing, Revised Edition, the classroom portraits highlight the importance of incorporating genuinely formative assessment into our instruction.
Filkins unpacks his own history with assessment through engaging "confessions" of his early practices and eventual growth toward a framework that situates reading assessment in an inquiry model. Throughout the book, he showcases his colleagues' attempts to use an inquiry framework, including the various tools and documentation methods that help them inquire into their students' habits and thoughts as readers, use formative assessment to fuel the gradual release of responsibility framework, and use reading assessment as a means of professional reflection.
Finally, Filkins challenges us to broaden the conversation about assessment to a wider range of stakeholders and offers a vision of assessment as an expression of care for the students in our charge.
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We deliver your parcel within 2–3 working days. As soon as your package has left our warehouse, you will receive a confirmation by email. This confirmation contains a tracking number that you can use to find out where your package is.
Returns
We offer free returns within 30 days. All you have to do is fill out the return slip that you received in your package and stick the prepaid label on the package.Please note that it can take 2 weeks for us to process your return. We will do our best to complete this process as soon as possible.
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We provide a 2-year limited warranty, from the date of purchase for all our products.
If you believe you have received a defective product, or are experiencing any problems with your product, please contact us.
This warranty strictly does not cover damages that arose from negligence, misuse, wear and tear, or not in accordance with product instructions (dropping the product, etc.).
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Your payment information is processed securely. We do not store credit card details nor have access to your credit card information.
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