Scott Filkins brings us into his and colleagues' classrooms to demonstrate how high school teachers across the disciplines can engage in inquiry-based reading assessment to support student learning. Principles in Practice imprint

Winner of the 2013 CEE James N. Britton Award

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  • ISBN/ISSN(s):
    9780814102916

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Winner of the 2013 CEE James N. Britton Award

Listen to author Scott Filkins talk about his book with PiP imprint editor Cathy Fleischer (10:48):




This book 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.

Principles in Practice. 133 pp. 2012. Grades 9–12. ISBN 978-0-8141-0291-6.

No. 02916

Explore Scott's work for the popular ReadWriteThink website.