Among the types of assessment the closest to daily reading instruction is formative assessment. In contrast to summative assessment, which occurs after instruction, formative assessment involves forming judgments frequently in the flow of instruction. Key features of formative assessment include identifying gaps between where students are and…

This article introduces a framework designed to improve students' awareness of the need to critically evaluate websites as sources of information and to improve their skill at doing so. The framework, called the WWWDOT framework, encourages students to think about at least six dimensions when evaluating a website: (1) Who wrote this and what…

Presents a set of criteria (formulated by students) for evaluating student projects. Notes that the method is called "FINE" (Facts, Interesting, Neatness, Effort). (SR)

Discusses different types of reading program evaluation. (FL)

Identifies and analyzes seven threats to authentic evaluation, and predicts implications. Warns educators to beware of the term "standards"; norm-referencing; aggregation; credibility, comparability, and calibration; multiple measures; schemes that rule out varieties of excellence; and "untests." (SR)

Shows that a score obtained on a retest using the reading reinforced technique gives a useful measure of reading capacity and apparently provides a successful method of screening students for reading programs. Tables, graphs, and bibliography. ( RW)

Examines six basal series commonly in use in British schools and reveals that they give only brief attention to developing children's awareness of reading and its purpose. Provides a checklist for evaluating materials for their effectiveness in conveying the value of reading. (FL)

Describes one statewide process of basal series selection and outlines the concerns of eight groups involved in the process. (FL)