Developmental assessment: lifting literacy through professional learning teams
- 15 October 2010
- journal article
- research article
- Published by Taylor & Francis Ltd in Assessment in Education: Principles, Policy & Practice
- Vol. 17 (4), 383-397
- https://doi.org/10.1080/0969594x.2010.516628
Abstract
Outcomes and findings from an evidence‐based approach to targeting primary school students’ developmental reading comprehension levels for effective learning are described. Nineteen schools participated in a literacy assessment project designed to monitor and improve the reading comprehension achievement levels of their students. The project integrated a developmental approach to learning and teaching, information derived from standardised reading comprehension assessments, and professional development for teachers. Reading comprehension achievement across the schools increased at a higher rate than typically expected. Teacher discourse about teaching and learning changed from discrete skill and resource focused, to developmentally focused. The centrality of a professional learning team approach to change for the student, teacher and school is discussed.Keywords
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