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22대 대한민국 국회 국회정보길라잡이 국회의원검색
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정보검색

소장정보 검색

국회도서관 홈으로 정보검색 소장정보 검색
결과 내 검색 동의어 포함
결과 내 검색 동의어 포함

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Title page 1

Contents 3

Acknowledgments 4

Summary 5

Key highlights 7

1. Assessment and reading proficiency - Concepts and definitions 8

1.1. What is the role of assessment in the learning process? 8

2. Classroom assessment of Early Grade Reading Skills 15

2.1. What is the learning trajectory of early grade reading skills? 15

2.2. Why is it important to conduct classroom assessments of early grade reading? 18

2.3. Use of assessment results for feedback provision 21

2.4. Use of assessment results for instruction adjustment 22

3. Mapping of assessment tools with respect to early grade reading skills 23

3.1. Overview table of existing tools 23

3.2. Assessment tools 24

4. Supporting teachers in the effective practice of literacy classroom assessment 27

4.1. Teacher assessment competencies 27

4.2. Country cases. Teacher training on classroom assessment competencies 28

5. Key issues in the development and use of EGR classroom assessment 31

5.1. Language of Instruction 31

5.2. Alignment with curriculum's scope and sequence 32

5.3. Assessment translation and adaptation 34

5.4. Use of technology 35

5.5. Assessment, inclusion, and assessment accommodations 38

6. Conclusion 40

7. References 41

8. Additional publicly available resources on classroom assessment 45

Annex A/Annex B. Additional examples of classroom assessment activities of literacy skills 46

Annex B. Additional examples of classroom assessment activities of literacy skills 48

Annex C. Proficiency levels in the acquisition of classroom assessment competencies 57

Tables 11

Table 1. Classroom assessment types and their main characteristics 11

Table 2. Maturity of enabling context factors for classroom assessment activities 13

Table 3. Foundational literacy skills aligned with sequential reading phases 17

Table 4. Mapping of EGR skills measured in different assessment tools 23

Figures 20

Figure 1/Figure 3. Matariki. Māori New Year 20

Boxes 9

Box 1. Key properties of classroom assessment 9

Box 2. Example of Classroom Assessment of Reading in New Zealand 19

Box 3. The use of learning assessment for early grade reading in Sobral, Brazil 28

Box 4. Teacher professional development on learning assessment at the University of Oulu in Finland 30

Box 5. Early grade reading assessment in a multilingual context: Ethiopia and Peru 31

Box 6. Classroom assessment for early grade reading in Georgia 33

Box 7. Implementation of EGRA Plus in Liberia 34

Box 8. Use of technology to support early grade reading assessment for learning 36

Box 9. Integration of technology in early grade reading assessments in Kenya 37

Box 10. Learning assessment adaptation in Morocco 39

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