Assessing Early Reading Achievement: The Road to Results.

Ervin, Robert

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ERIC Number: EJ575211

Record Type: Journal

Publication Date: 1998

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0031-7217

EISSN: N/A

Available Date: N/A

Assessing Early Reading Achievement: The Road to Results.

Ervin, Robert

Phi Delta Kappan, v80 n3 p226-28 Nov 1998

In Bangor, Maine, a seamless, continuous-progress performance assessment in reading is evolving--all because 24 first-grade teachers objected to using standardized achievement tests. Teachers have developed the Bangor Assessment of Reading (BAR), a triennial process of assessing fluency, meaning construction, comprehension, reading strategies, and student attitudes toward literature. (MLH)

Descriptors: Continuous Progress Plan, Grade 1, Performance Based Assessment, Primary Education, Program Descriptions, Reading Achievement, Reading Instruction, Reading Tests, Staff Development, Standardized Tests, Standards, Student Evaluation, Teacher Collaboration, Teacher Made Tests

Publication Type: Journal Articles; Reports - Descriptive

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Maine

Grant or Contract Numbers: N/A

Author Affiliations: N/A