Erin Hoiland

LITC 524--Professional Resource Review June 5, 2002

Professional Resource

Harp, B. (1991). The handbook of literacy assessment and evaluation. Norwood, MA: Christopher-Gordon Publishers.

Overview

This book is key resource for anyone involved in the assessment and evaluation of literacy. While much of the discussion is centered on the primary grades, this resource is suitable for all levels of literacy assessment. Written and designed for use by the classroom teacher, reading specialist, administrator, or the student seeking up-to-date information on literacy assessment, this book provides, in an easy-to-use format, forty-five of the most commonly used tools in assessment and evaluation of reading, writing, and language. The book is basically divided into two sections. The first section of the book provides an extensive review of “teacher-made” assessment devices and strategies for collection of meaningful data. The latter portion of the book provides a comprehensive discussion of published assessment and evaluation tools. Provided in each chapter is a review of a separate assessment instrument. Each review is broken down into the following five components:

(1) An Introductory Essay--A descriptive essay detailing the nature of the assessment tool;

(2) Practitioners’ Comments--Comprehensive discussion from practitioners as to how to maximize the use of the tool;

(3) Practitioners’ Illustrations--Illustrative examples as to how the tool informs instruction;

(4) Disadvantages and Advantages of the assessment and evaluation tool; and

(5) A Comprehensive List of Resources to Consult for Additional Information.

The Handbook of Literacy Assessment and Evaluation is very well written, explicit, and an exceptional reference that should be on the desk of every reading teacher.

Essential Beliefs

· “Assessment and evaluation go hand-in-hand. One should not be done without the other” (p. ix).

· “Assessment and evaluation should always inform instruction” (p. ix).

· Students can be empowered through assessment. Harp believes that by “inviting students to participate in creating assessments,” teachers can “bring about a host of positive change in the classroom climate as well as in student achievement” (p. 11).

· Students need to learn self-assessment skills. As Harp states, “trying to understand and match their work against a standard provides the final link in the learning chain” (p. 208).

Golden Lines

· “Assessment is a concept, that, for most students, has negative connotations. Many have received poor grades or destructive comments on papers. Even students who receive good grades feel uneasy about assessment procedures that are unclear....There is far greater buy-in and understanding when students themselves have helped develop the assessment criteria...”(p. 11).

· “An authentic test enables us to watch a learner pose, tackle, and solve slightly ambiguous problems” (p. 61).

· “Current thinking reflects the belief that learning is an individual process which occurs most effectively within a supportive environment--an ongoing process that can’t be fragmented or timetabled. Our evaluation tools and methods should also reflect that belief” (p. 141).

· “The final lesson learned for me was that even if students lack skill in self-assessment, they need to do it.....When they sit down to reflect, they begin to explain their own learning” (p. 208).