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Teachers' classroom assessment practices and fourth-graders' reading literacy achievements: An international study
ARTICLE

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TATE Volume 29, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study, through multilevel analyses of the data of four English-speaking nations (i.e., Canada, England, New Zealand and the United States) from the Progress in International Reading Literacy Study (PIRLS) 2001 database, investigated the relationship between teachers' uses of various types of classroom assessments and their fourth-graders' reading literacy achievement, reading self-concept, and attitudes toward reading. The results showed varied outcomes associated with teachers' uses of different types of assessments (multiple-choice items, short-answer and paragraph writing, and oral communication) across countries and across aspects of student reading achievement. Implication of the study and recommendations for future research are discussed.

Citation

Hao, S. & Johnson, R.L. (2013). Teachers' classroom assessment practices and fourth-graders' reading literacy achievements: An international study. Teaching and Teacher Education: An International Journal of Research and Studies, 29(1), 53-63. Elsevier Ltd. Retrieved November 18, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2012.08.010

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