LITERACY ASSESSMENT IN STANDARDIZED AND ZERO‐FAILURE CONTEXTS

Abstract

We critique standardized, static literacy assessment practice on the basis of (a) its inconsistency with current theory and research related to language development and literacy learning and (b) its contribution to reading and writing failure. We propose an interactive, curriculum‐embedded, multidimensional approach to assessment based on observations and records of student literacy made (a) on a variety of occasions over time and (b) in a variety of authentic learning contexts. Through description of the work of Ann, a learning disabilities teacher, and her student, Mark, we demonstrate how teachers can actively promote virtuous cycles of learning and language growth within an authentic assessment/teaching context.