By viewing standardized reading tests as a unique genre that could be taught, the author designed a two-week genre study for her reading workshop. The article describes how she planned, taught, and reflected on the unit. This genre study resolved some of the dilemmas she faced around preparing students for mandated testing. (Contains 1 table and 2…

Asserts that the most powerful assessment occurs in the classroom. Argues that assessment instruments must be used in a social context and for a social purpose. States that it is unfortunate that the critical and reflective aspects of responsible assessment are the most vulnerable in a context of high profile accountability testing. (PRA)

Offers a humorous look at the problem of assessment. (FL)

Looks at ERIC documents that deal with readability concerns. (FL)

Presents an interactive view of reading assessment, which minimizes levels of comprehension and comprehension skills, focusing instead on readers' oral language, prior knowledge of the topic, and ability to reason, and emphasizes the teacher's role in gathering evaluative information. (MM)

Reviews the Kaufman Assessment Battery for Children, an individually administered test of intelligence and achievement. Finds it to be of high overall quality. (FL)

Discusses factors which lead to the overuse of and overreliance on standardized tests in the United States. (MM)

Contends that improved visual screening techniques can identify gross visual problems, but reading professionals should be aware of their limitations. (FL)

Reviews two tests which highlight important trends in the assessment of learning disabilities, and presents potentially valuable, practical developments in assessment. Identifies the recurring problem of the lack of a theory, construct, or clear definition to guide the assessment of learning disabilities. (MG)

Considers how in these times of increased focus on standards and accountability, it is important to understand the views of the various participants. Begins with a brief history of the testing movement in Texas. Reports findings from a study on the negative effects of high stakes testing. Concludes with suggestions to minimize these effects on…

Reports on what started out to be a survey of the use of the informal reading inventory (IRI) by teachers that revealed the technique to be embedded in a complex environment. Concludes that the use of IRIs and other diagnostic methods can be limited when teachers do not have primary responsibility for making placement decisions. (FL)

Concludes that the lack of normative data, the suggestion that even one failure on the test (with approximately 111 items) makes a child suspect for "at risk" labelling, along with the brevity of directions and interpretation of data require that the test be used with great caution. (FL)

Argues that giving students a reading test that is above or below their levels of achievement will yield inaccurate information. (FL)

Points out that children's growth in response to literature is not assessed by existing standardized tests or by progress from one textbook to another. Suggests guidelines for teacher observation of children's responses and provides a checklist for assessing oral and written reactions. (FL)

Discusses test-taking skills and their application to tests of reading achievement. Presents a rationale for teaching these skills, lists a comprehensive set of skills relevant to standardized reading tests, and offers suggestions for teaching the skills and helping children use them. (FL)