Fall 2020      Volume 48, Number 4

Talent, Ability, and Potential: TAPping into the Needs of Advanced and Gifted Literacy Learners:
Designing Classroom Assessments to Differentiate and Promote Student Learning
By Laura Beltchenko

Document: Column

Introductory Paragraph:  This issue’s column is not limited to audiences of teachers of advanced, accelerated, or gifted literacy learners. Quality literacy instruction for our students begins and ends with a means to evaluate progress toward learning targets, goals, and acquisition of grade-level standards. This column will discuss assessment literacy and the development, purpose, design, and quality of the classroom assessment. Due to the limits of this column, grading will not be the focus. The lens will be placed on how teachers and students become assessment literate as well as how carefully developed classroom assessments become a vehicle to inform and guide differentiated instruction, thus creating optimal learning opportunities for ALL students. Please keep in mind, assessment is not what we do to students, but what it can do fir instruction and achievement.

DOI:    https://doi.org/10.33600/IRCJ.48.4.2020.68

Page Numbers:   68-76