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Reframing Literacy Assessment: Using Scales and Micro‐Progressions to Provide Equitable Assessments for All Learners
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Reframing Literacy Assessment: Using Scales and Micro‐Progressions to Provide Equitable Assessments for All Learners
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Journal Article
Reframing Literacy Assessment: Using Scales and Micro‐Progressions to Provide Equitable Assessments for All Learners
2020
Overview
In this commentary, the authors suggest that a paramount job for adolescent literacy assessment is to create more equitable outcomes for all students. The authors propose that the use of learning scales and micro‐progressions fills a void and demonstrate how their use can provide better information to teachers and yield information that can improve students’ self‐efficacy.
Publisher
Wiley-Blackwell,Blackwell Publishing Ltd
Subject
/ Critical pedagogy < Theoretical perspectives
/ Efficacy
/ Evidence‐based < Research methodology
/ Instructional models < Strategies, methods, and materials
/ Instructional strategies; methods and materials
/ Learning
/ Learning strategies < Strategies, methods, and materials
/ Literacy
/ Ongoing assessment < Assessment
/ Self‐efficacy < Motivation/engagement
/ Standards‐based < Assessment
/ Students
/ Teachers
