{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/23299"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/23299","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"An ethnography of performance-based literacy assessment and classroom instruction","abstract":"This year-long ethnographic study provides an in-depth view of one primary classroom teacher's use of mandated performance- and classroom-based literacy assessment in a first-second grade classroom. 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She changed her emphasis from decoding and comprehension questions to meaning construction, student selection of appropriate books, and student self-monitoring.","This study suggests that if mandated performance-based literacy assessments are to inform instruction, then they must be student-centered literacy activities which are scheduled throughout the year. Whether such assessments can inform instruction at the same time that they provide accountability data for administrators, needs further investigation. The teacher's use of student-centered portfolios indicates that teachers do not have to be fully grounded in whole language or literature-based reading before they can use portfolios to inform their instruction.","Made available in DSpace on 2011-05-07T14:09:14Z (GMT). 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