The impact of high stakes testing and standards on students, particularly historically
underachieving students (e.g., non-native English speakers, students from low
income homes, and ethnic minority students), and teachers.
Rethinking traditional test preparation so that students understand and can work
within the genre.
Course Goals and Student Learning Objectives
To examine and use a variety of tools for assessing and diagnosing the literacy
strengths and needs of students from diverse linguistic and cultural backgrounds
(e.g., reading processes relied on, comprehension, writing organization).
2, 3, 7, 10, 11)
To understand the relationship between ongoing literacy assessment and learner-
centered instruction. (Standards 2, 3, 5, 6, 11)
To use on-going assessment data to teach literacy skills and strategies to students
from diverse linguistic and cultural backgrounds (Standard 2, 3, 4, 5, 7, 8, 10, 11).
To differentiate instruction for students whose needs are varied (Standard 5, 7).
To administer and evaluate the usefulness of various standardized and non-
standardized literacy assessment tools and procedures.
(Standard 4, 8)
To provide guided practice in using a range of assessment tools and related learning
experiences appropriate for struggling readers and writers.
(Standard 2, 5, 7, 11)
To develop an understanding of the job of a Reading Specialist at the school level.