3rd Edition

Reading Assessment A Primer for Teachers in the Common Core Era

By JoAnne Schudt Caldwell Copyright 2014

    This trusted practitioner guide and course text helps K-8 teachers utilize assessment as an integral component of classroom instruction. It guides teachers step by step to recognize good reader behaviors, assess students' strengths and weaknesses, and make evidence-based instructional decisions. Formal and informal measures are discussed for evaluating specific components of literacy, with a focus on the Common Core State Standards (CCSS). Every chapter features activities for developing understanding; in-depth practice exercises are provided in several appendices. Helpful reproducible tools can be photocopied from the book or downloaded and printed in a convenient 8 1/2 x 11 size.

    New to This Edition
    *Chapter on major current initiatives: the CCSS and response to intervention.
    *Extensive CCSS content woven throughout the book.
    *Expanded coverage of vocabulary assessment, now in its own chapter.
    *Checklists to guide the selection of high-quality published instruments.

    1. New Initiatives and New Concerns: How Have They Influenced Reading Assessment?
    2. Purposes of Reading Assessment: What Do Good Readers Do and How Can Teachers and Coaches Assess This?
    3. Methods of Assessment: What Are the Different Kinds of Assessments and What Do They Tell Us about Reading Performance?
    4. Assessment as Part of Instruction: How Can We Assess as We Teach?
    5. The Informal Reading Inventory Process: How Does It Address the Purposes of Reading Assessment?
    6. Early Literacy: What Do We Need to Know about Beginning Readers?
    7. Word Identification: How Can We Assess a Student’s Word Identification Ability?
    8. Reading Fluency: How Can We Assess Reading Fluency?
    9. Vocabulary Knowledge: How Can We Assess Comprehension of Words?
    10. Comprehension of Text: How Can We Assess Understanding of Text?
    11. Schoolwide Reading Assessment: How Can We Collect, Organize, and Present Classroom Data?
    General Summary. Assessing the Good Reader Behaviors and the Common Core State Standards


    JoAnne Schudt Caldwell, PhD, is Professor Emerita at Cardinal Stritch University in Milwaukee, Wisconsin, where she also served as Associate Dean of the College of Education and Leadership. Dr. Caldwell is the author of Comprehension Assessment: A Classroom Guide. She is also coauthor (with Lauren Leslie) of the Qualitative Reading Inventory, 5th Edition, an informal reading inventory; of Intervention Strategies to Follow Reading Inventory Assessment: What Do I Do Now?; and (with Joyce Holt Jennings and Janet W. Lerner) of Reading Problems: Assessment and Teaching Strategies.

    An excellent resource for teachers, coaches, and administrators. The book provides a thorough review of literacy assessment that is updated with crucial connections to the CCSS. The new chapter on vocabulary assessment focuses on word selection. Appendices spell out important questions teachers and coaches should ask when considering the many facets of literacy assessment. I highly recommend this book for literacy assessment coursework both for practicing teachers who are earning master’s degrees and undergraduates preparing for life in the classroom.--Danielle V. Dennis, PhD, Department of Childhood Education and Literacy Studies, University of South Florida

    Reading this book feels like a conversation with a wise mentor. Caldwell updates her insightful explanation of reading assessment and its ties to instruction by examining them through the lens of the Common Core. She offers practical ideas on how to select, create, and use reading assessments suitable for a response-to-intervention framework. This 'must-have' book offers a great introduction to the complicated topic of reading assessment and should be a staple on the shelves of teachers across the country.--Kristine Marver Lize, MS, literacy coach, School District of Menomonee Falls, Wisconsin

    Reading Assessment, Third Edition, navigates pathways for using assessment to inform instruction. Caldwell explicitly links assessment practices to the CCSS in very helpful ways. She describes types of literacy tests, their purposes, and their uses within the current educational climate. The book skillfully connects good reader behaviors to the CCSS and shows how to use assessment in a way that benefits both students and teachers. Caldwell's careful explanations and accessible style make this book a useful addition to the professional bookshelf.--Barbara P. Laster, EdD, Department of Educational Technology and Literacy, Towson University

    A timely and valuable resource for general and special educators alike. There are many strengths and great value in this text, particularly in the connections Caldwell draws between the reasons we assess, how to assess as we teach, and instructional implications of assessments. She provides clear discussions of how to conduct informal reading inventories and of the challenges related to administration and scoring that teachers and coaches face on a daily basis. Perhaps most important, this third edition directly addresses the CCSS, as well as ways preservice and practicing teachers can manage the daily demands of high-stakes testing.--Christina R. Carnahan, EdD, Special Education Program, University of Cincinnati
    -Teachers often ask us, 'If you only had time to read one book, what would it be?' One possibility is Reading Assessment....Caldwell helps classroom teachers focus on critical dimensions of reading as they try to become as literate as possible about how to assess each one. (on the first edition)--The Reading Teacher, 5/1/2008