DOCUMENT RESUME ED 392 022 CS 012 355 AUTHOR Collins, Martha D., Ed.; Moss, Barbara G., Ed. TITLE Literacy Assessment for Today's Schools. Monograph of the College Reading Association. INSTITUTION College Reading Association. REPORT NO ISBN-1-883604-25-7 PUB DATE 96 NOTE 242p. AVAILABLE FROM The College Reading Association, 83 Sharon Street, Harrisonburg, VA 22801-2715 ($15). PUB TYPE Collected Works General (020) Books (010) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Adult Education; Childrens Literature; Elementary Secondary Education; Emergent Literacy; *Evaluation Methods; Higher Education; *Literacy; *Portfolio Assessment; Portfolios (Background Materials); *Preservice Teacher Education; Reading Attitudes; Reading Centers; *Student Evaluation IDENTIFIERS Authentic Assessment ABSTRACT This collection of 17 papers provides a blueprint for teachers who want increasingly sophisticated methods for monitoring student growth and can serve as a resource for in-service educators as literacy instruction changes. Papers in thefirst section of the book examine literacy assessment is it pertains to school-age children. Papers in the second section illustrate how portfolios can be used in a variety of different settings from the classroomthrough higher education. Papers in the book are "Assessment Criteria in First Grade: What Do Teachers Want to Know about Students' Reading and Writing?" (Elizabeth Pryor); "Learning about Literacy through Retelling" (Gail G. Smith and Diane Keister); "Profiling Students' Achievement in Language and Literacy: Merging Perspectives" (Gerry Shiel and Patrick Forde); "Assessment of Reading.Attitudes:VElidity Issues" (Mary M. Brittain and Clay V. Brittain); "'I Believe Learning Is Concentrating, Figuring Things Out, and Sometimes HavingFun': Revi iting the Reading Clinic" (Nancy B. Cothern); "Involving Graduate Students in Personal Literacy Evaluation through the Use of Portfolios" (Diane D. Allen); "Teachers as Learners: Experiencing Self-Evaluation, Portfolios, and Rubrics" (Michael P. Ford); "Authentic Assessment in a University Preservice Literacy Course" (Deborah R. Dillon and others); "A Model tor Preparing Preservice and Inservice Teachers to Interpret and Utilize Portfolio Assessment" (Rebecca P. Harlin and Sally E. Lipa); "The Challenge of Change: The M.Ed. Portfolio" (Barbara Martin Palmer and others); "Literacy Portfolios: The Myth and the Reality" (Linda Irwin-DeVitis);"Pre and Post Course Literacy Self-Assessment: Its Positive Impact on Preservice Teachers" (Jane Brady Matanzo) ;"Rethinking the Role and Practice of Assessment in Teacher Education: Learning to Assess Authentically on Multiple Levels" (N. Suzanne Standerford); "Portfolio Assessment in Adult Education Programs" (Linda Thistlethwaite); "Assessing Developmental Learners' Perceptions of Reading and Writing and the Literacy Demands in College" (Maria Valeri-Gold); "The ALERT: One Answer to Literacy Screening" (Rita M. Bean and Others); and "Developing and Assessing EmergentLiteracy through Children's Literature" (Nancy A. Anderson). (RS) "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTEDsy TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." ;0".... 4 ":4 4,.. 1 At \ -.---11'''. %-- il,_.. )\ ..1.', +-:"."'"- *-4.(-- 1. Literacy Assessment for Today's Schools N`",,41. 14 Monograph of The College Reading Association U S. DEPARTMENT OF EDUCATIO11 Etlucebonai Research and Imptovemen1 1996 EDUCATIONAL RESOURCES INFORMATION Points ot view- or opinions stated inthis CENTER (ERICI V This document has been reproduced as document do not necessarily represent received from the person or organization otticial OEFU position or policy originating it C/ Minor changes have boon made to improve reproduction quality Editors Martha D. Collins Barbara G. Moss BEST COPY AVAILABLE2 Literacy Assessment for Today's Schools Monograph of The College Reading Association 1996 Editors Martha D. Collins Barbara G. Moss East Tennessee State University The University of Akron Copyright@1996 The College Reading Association Photocopy/Reprint Permission Statement Permission is hereby granted to professors and teachers to reprint or photocopy any article in the Monograph for use in their classes, provided each copy made shows the copyright notice. Such copies may not be sold, and further distribution is expressly prohibited. Except as authorized above, prior written permission must be obtained from the College Reading Association to reproduce or transmit this work or portions thereof in any other form or by another electronic or mechanical means, including any information storage or retrieval system, unless expressly permitted by federal copyright law. Address inquiries to the College Reading Association, Gary Shaffer, 83 Sharon Street, Harrisonburg, Virginia 22801. ISBN 1-883604-25-7 II COLLEGE READING ASSOCIATIONBOARD MEMBERS 1995-96 EXECUTIVE OFFICERS President & Program Chair, Betty Heathington,University of Tennessee President-Elect & Director, Judy Richardson,Virginia Commonwealth University Past President, Patricia Koskinen,University of Maryland Second Past President & Awards Chair,Victoria Risko, Peabody College-Vanderbilt University Executive Secretary, Linda Thistlewaite,Western Illinois University Treasurer, Gary Shaffer, James MadisonUniversity Directors James King, University of South Florida Timothy Rasinski, Kent State University Lonnie McIntyre, University of Tennessee Alan Frager, Miami University Karen Bromley, SUNY-Binghamton Norman Stahl, Northern Illinois University Jane Matanzo, Florida Atlantic University Barbara Walker, Eastern Montana College Division Chaits Teacher Education, Mary Brittain, VirginiaComm,:r.-..f2alth Urt;versity College Reading, Cathie Kellogg Anderson,Meryhurst College Clinical, Katherine Wiesendanger, AlfredUniviTsity Adult Learning, Nancy Boraks, VirginiaCommonwealth liniversity Editors Reading Research and Instruction, RayReutzel, Brigham Young University The Reading News, Ellen Jampole, State University of New York at Cortlandand Deborah Wells, Slippery Rock University CM Yearbook, Wayne M. Linek, East Texas State University and ElizabethSturtevant, George Mason University Committee Chairs and Co-Chairs Conferences, Maria Valeri-Gold, GeorgiaState University Elections, Norman Stahl, Northern Illinois University Historian, Al Mazurkiewicz, Kcan College,Janet Miller, Northern Kentucky University Legislative and Social Issues, Barbara Fox,North Carolina State University Media, Barbara Palmer, Mount Saint Mary'sCollege, Marion Patterson, Morgan State University Membership, Donna Mealey Pierce, LouisianaState University, Bonnie Higginson, Murray State University Photographer,, Frederick Fedorko, East Stroudsburg State University Professional Affairs, Sherrie Nist, University of Georgia; Michael Martin, EasternMichigan University Public Information, Frederick Fedorko, EastStroudsburg; Jeanne Schumm, University of Miami Publications, William Henk, Penn StateUniversity-Harrisburg Research, Naomi Feldman, Baldwin WallaceCollege; Jon Shapiro, University of British Columbia Resolutions and Roles, Joan Elliott, IndianaUniversity of Pennsylvania; Gary L. Shaffer, James Madison University iii R.J MONOGRAPH EDITORIAL ADVISORYCOMMITTEE Ernest Balajthy Jim King SUNY at Geneseo University of South Florida Karen M. Bromley Susan B. Neuman SUNY at Binghamton Temple University Marilyn Eanet Ray Reutzel Rhode Island College Brigham Young University Joan Elliott Jeanne Schumm Indiana University-Pennsylvania University of Miami Michael French Mary Dunn Siedow Bowling Green State University Durham Literacy Council v. Ii iv CONTENTS Preface Martha Collins Barbara Moss vi Section One:Assessment in the Classroom and Beyond for Tomorrow's Schools Assessment Criteria in First Grade: What Do Teachers Want to Know About Students Reading and Writing? Elizabeth Pryor 3 Learning About Literacy Through Retelling Gail G. Smith and Diane Keister 16 Profiling Students' Achievement in Language and Literacy: Merging Perspectives Gerry Shiel and Patrick Forde 32 Assessment of Reading Attitudes: Validity Issues Mary M. Brittain and Clay V. Brittain 51 "I Believe Learning is Concentrating, Figuring Things Out, and Sometimes Having Fun": Revisiting the Reading Clinic Nancy B. Cothern 57 Section Two: Literacy Assessment Through Portfolios Involving Graduate Students in Personal Literacy Evaluation Through the Use of Portfolios Diane D. Allen 75 Teachers as Learners: Experiencing Self-Evaluation, Portfolios, and Rubics Michael P. Ford 82 Authentic Assessment in a University Preservice Literacy Course Deborah R. Dillon, Brenda Dixey, Valerie Hall Susan Nierstheimer, and Tammy Younts 95 A Model for Preparing Preservice and Inservice Teachers to Interpret and Utilize Portfolio Assessment Rebecca P. Harlin and Sally E. Lipa 110 The Challenge of Change: The M.Ed. Portfolio Barbara Martin Palmer, Marie E. Holahan, and Judy Ramoy Johnstone 123 Literacy Portfolios: The Myth and the Reality Linda Irwin-DeVitis 135 Pre and Post Course Literacy Self-Assessment: Its Positive Impact on Preservice Teachers Jane Brady Matanzo 145 Rethinking the Role and Practice of Assessment in Teacher Education: Learning to Assess Authentically on Multiple Levels N. Suzanne Standerford, 161 Portfolio Assessment in Adult Education Programs Linda Thistlethwaite 184 Assessing Developmental Learners' Perceptions of Reading and Writing and the Literacy Demands in College Maria Valeri-Gold 200 The ALERT: One Answer to Literacy Screening Rita M. Bean, Meryl K. Lazar, Rhonda S. Johnson,