Vocabulary Assessment to Support Instruction: Building Rich Word-Learning Experiences
| Author | : | |
| Rating | : | 4.30 (538 Votes) |
| Asin | : | 1462530796 |
| Format Type | : | paperback |
| Number of Pages | : | 254 Pages |
| Publish Date | : | 2017-10-09 |
| Language | : | English |
DESCRIPTION:
User-friendly features include sample test items, classroom examples, a glossary, and suggested print and online resources.. Drawing on linguistics, educational psychology, and educational measurement, this book offers a fresh perspective on word learning and describes powerful, precise assessment strategies. Guidelines are presented for selecting which words to teach, evaluating the depth and richness of students' word knowledge and their ability to apply it in complex contexts, designing effective instructional practices, and using technology to create adaptive and scalable assessments. Vocabulary development is essential for learning, but conventional vocabulary assessments lack the range and flexibility to support K–12 classroom teachers in making instructional decisions
Addressing the shortcomings of traditional vocabulary assessments, this book is full of practical ways to learn about students' depth of knowledge, gradations of knowledge, and application of knowledge, and includes a reader-friendly explanation of the research underlying these approaches."--Susan Watts Taffe, PhD, School of Education, University of Cincinnati "Our inability to comprehensively assess vocabulary learning has long been a major obstacle preventing teachers from maximizing the effectiveness of their instruction. "In this important volume, five leading scholars challenge the narrow and simplistic definitions of vocabulary that too often have guided the teaching and assessment of word meanings. This much-needed book represents a breakthrough in theory and practice. McKeown and colleagues offer solutions that are anchored in current research and theory and have a realistic focus on today's learners and classroom practices. Lesaux, PhD, Juliana W. Integrating research from