Students as Partners: Using an Equity‐Oriented Critical Assessment Practices (CAPS) Approach in Reading to Empower Students and Inform Instruction
This article offers a framework for more equitable classroom reading assessment known as a Critical Assessment Practices (CAPS) approach. CAPS includes a set of four principles that teachers can use to partner with, and to empower, students to support more equitable and informative classroom‐based r...
Gespeichert in:
| Veröffentlicht in: | The Reading teacher 2024-03, Vol.77 (5), p.756-764 |
|---|---|
| Hauptverfasser: | , , , , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 764 |
|---|---|
| container_issue | 5 |
| container_start_page | 756 |
| container_title | The Reading teacher |
| container_volume | 77 |
| creator | Forzani, Elena E. Dobbs, Christina Leider, Christine Malik, Emily Gragg, Melanie Greszczuk, Clara Jesberger, Courtney |
| description | This article offers a framework for more equitable classroom reading assessment known as a Critical Assessment Practices (CAPS) approach. CAPS includes a set of four principles that teachers can use to partner with, and to empower, students to support more equitable and informative classroom‐based reading assessment. Teachers can apply the CAPS approach to examine and adjust existing classroom reading assessment to make it more equitable and productive for students. The authors first describe a CAPS approach, then outline five stages teachers can use as they partner with students throughout assessment. Finally, the authors offer an example of how one first grade teacher applied a CAPS approach to adjust her existing assessment. |
| doi_str_mv | 10.1002/trtr.2282 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_2984996429</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>2984996429</sourcerecordid><originalsourceid>FETCH-LOGICAL-c2572-bc50085e25ad66d08aefd651d6d5102ee4884f6322122f0e37893eed5c2fc7403</originalsourceid><addsrcrecordid>eNp1kE1OwzAQhS0EEqWw4AaW2NBFWtv5c9hFVYFKlVr1Zx2ZeAKpGie1HVXdcQQWnJCT4FAkVszmSaNv3sw8hG4pGVJC2Mhqq4eMcXaGejTxI4_FNDhHPUL8wCNhRC_RlTFb4opz0kOfK9tKUNZgYfBCaKtAmwe8MaV6xULhyb4t7fHr_WOuS4eBxGNd2jIXO5waA8ZUrosXWuSuCQbfj9PFaoDTptG1yN9wqfAShOzcbI0nVVMfQOO_pUriqSpqXTkxVrfOplbX6KIQOwM3v9pHm8fJevzszeZP03E683IWxsx7yUP3RQgsFDKKJOECChmFVEYypIQBBJwHReQzRhkrCPgxT3wAGeasyOOA-H10d_J1x-5bMDbb1q1WbmXGEh4kSRSwxFGDE5Xr2hgNRdboshL6mFGSdaFnXehZF7pjRyf2UO7g-D-YrZfr5c_EN3CFhqI</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2984996429</pqid></control><display><type>article</type><title>Students as Partners: Using an Equity‐Oriented Critical Assessment Practices (CAPS) Approach in Reading to Empower Students and Inform Instruction</title><source>Wiley Online Library All Journals</source><creator>Forzani, Elena E. ; Dobbs, Christina ; Leider, Christine ; Malik, Emily ; Gragg, Melanie ; Greszczuk, Clara ; Jesberger, Courtney</creator><creatorcontrib>Forzani, Elena E. ; Dobbs, Christina ; Leider, Christine ; Malik, Emily ; Gragg, Melanie ; Greszczuk, Clara ; Jesberger, Courtney</creatorcontrib><description>This article offers a framework for more equitable classroom reading assessment known as a Critical Assessment Practices (CAPS) approach. CAPS includes a set of four principles that teachers can use to partner with, and to empower, students to support more equitable and informative classroom‐based reading assessment. Teachers can apply the CAPS approach to examine and adjust existing classroom reading assessment to make it more equitable and productive for students. The authors first describe a CAPS approach, then outline five stages teachers can use as they partner with students throughout assessment. Finally, the authors offer an example of how one first grade teacher applied a CAPS approach to adjust her existing assessment.</description><identifier>ISSN: 0034-0561</identifier><identifier>EISSN: 1936-2714</identifier><identifier>DOI: 10.1002/trtr.2282</identifier><language>eng</language><publisher>Newark: Blackwell Publishing Ltd</publisher><subject>assessment ; Diversity equity & inclusion ; Educational evaluation ; Elementary school students ; Empowerment ; equity ; Literacy ; Reading instruction ; Teachers</subject><ispartof>The Reading teacher, 2024-03, Vol.77 (5), p.756-764</ispartof><rights>2024 International Literacy Association.</rights><rights>2024 International Literacy Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c2572-bc50085e25ad66d08aefd651d6d5102ee4884f6322122f0e37893eed5c2fc7403</cites><orcidid>0000-0003-1617-8527 ; 0000-0003-2935-7129 ; 0000-0002-1972-9251</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1002%2Ftrtr.2282$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1002%2Ftrtr.2282$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,780,784,1417,27924,27925,45574,45575</link.rule.ids></links><search><creatorcontrib>Forzani, Elena E.</creatorcontrib><creatorcontrib>Dobbs, Christina</creatorcontrib><creatorcontrib>Leider, Christine</creatorcontrib><creatorcontrib>Malik, Emily</creatorcontrib><creatorcontrib>Gragg, Melanie</creatorcontrib><creatorcontrib>Greszczuk, Clara</creatorcontrib><creatorcontrib>Jesberger, Courtney</creatorcontrib><title>Students as Partners: Using an Equity‐Oriented Critical Assessment Practices (CAPS) Approach in Reading to Empower Students and Inform Instruction</title><title>The Reading teacher</title><description>This article offers a framework for more equitable classroom reading assessment known as a Critical Assessment Practices (CAPS) approach. CAPS includes a set of four principles that teachers can use to partner with, and to empower, students to support more equitable and informative classroom‐based reading assessment. Teachers can apply the CAPS approach to examine and adjust existing classroom reading assessment to make it more equitable and productive for students. The authors first describe a CAPS approach, then outline five stages teachers can use as they partner with students throughout assessment. Finally, the authors offer an example of how one first grade teacher applied a CAPS approach to adjust her existing assessment.</description><subject>assessment</subject><subject>Diversity equity & inclusion</subject><subject>Educational evaluation</subject><subject>Elementary school students</subject><subject>Empowerment</subject><subject>equity</subject><subject>Literacy</subject><subject>Reading instruction</subject><subject>Teachers</subject><issn>0034-0561</issn><issn>1936-2714</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2024</creationdate><recordtype>article</recordtype><recordid>eNp1kE1OwzAQhS0EEqWw4AaW2NBFWtv5c9hFVYFKlVr1Zx2ZeAKpGie1HVXdcQQWnJCT4FAkVszmSaNv3sw8hG4pGVJC2Mhqq4eMcXaGejTxI4_FNDhHPUL8wCNhRC_RlTFb4opz0kOfK9tKUNZgYfBCaKtAmwe8MaV6xULhyb4t7fHr_WOuS4eBxGNd2jIXO5waA8ZUrosXWuSuCQbfj9PFaoDTptG1yN9wqfAShOzcbI0nVVMfQOO_pUriqSpqXTkxVrfOplbX6KIQOwM3v9pHm8fJevzszeZP03E683IWxsx7yUP3RQgsFDKKJOECChmFVEYypIQBBJwHReQzRhkrCPgxT3wAGeasyOOA-H10d_J1x-5bMDbb1q1WbmXGEh4kSRSwxFGDE5Xr2hgNRdboshL6mFGSdaFnXehZF7pjRyf2UO7g-D-YrZfr5c_EN3CFhqI</recordid><startdate>202403</startdate><enddate>202403</enddate><creator>Forzani, Elena E.</creator><creator>Dobbs, Christina</creator><creator>Leider, Christine</creator><creator>Malik, Emily</creator><creator>Gragg, Melanie</creator><creator>Greszczuk, Clara</creator><creator>Jesberger, Courtney</creator><general>Blackwell Publishing Ltd</general><scope>AAYXX</scope><scope>CITATION</scope><orcidid>https://orcid.org/0000-0003-1617-8527</orcidid><orcidid>https://orcid.org/0000-0003-2935-7129</orcidid><orcidid>https://orcid.org/0000-0002-1972-9251</orcidid></search><sort><creationdate>202403</creationdate><title>Students as Partners: Using an Equity‐Oriented Critical Assessment Practices (CAPS) Approach in Reading to Empower Students and Inform Instruction</title><author>Forzani, Elena E. ; Dobbs, Christina ; Leider, Christine ; Malik, Emily ; Gragg, Melanie ; Greszczuk, Clara ; Jesberger, Courtney</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c2572-bc50085e25ad66d08aefd651d6d5102ee4884f6322122f0e37893eed5c2fc7403</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2024</creationdate><topic>assessment</topic><topic>Diversity equity & inclusion</topic><topic>Educational evaluation</topic><topic>Elementary school students</topic><topic>Empowerment</topic><topic>equity</topic><topic>Literacy</topic><topic>Reading instruction</topic><topic>Teachers</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Forzani, Elena E.</creatorcontrib><creatorcontrib>Dobbs, Christina</creatorcontrib><creatorcontrib>Leider, Christine</creatorcontrib><creatorcontrib>Malik, Emily</creatorcontrib><creatorcontrib>Gragg, Melanie</creatorcontrib><creatorcontrib>Greszczuk, Clara</creatorcontrib><creatorcontrib>Jesberger, Courtney</creatorcontrib><collection>CrossRef</collection><jtitle>The Reading teacher</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Forzani, Elena E.</au><au>Dobbs, Christina</au><au>Leider, Christine</au><au>Malik, Emily</au><au>Gragg, Melanie</au><au>Greszczuk, Clara</au><au>Jesberger, Courtney</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Students as Partners: Using an Equity‐Oriented Critical Assessment Practices (CAPS) Approach in Reading to Empower Students and Inform Instruction</atitle><jtitle>The Reading teacher</jtitle><date>2024-03</date><risdate>2024</risdate><volume>77</volume><issue>5</issue><spage>756</spage><epage>764</epage><pages>756-764</pages><issn>0034-0561</issn><eissn>1936-2714</eissn><abstract>This article offers a framework for more equitable classroom reading assessment known as a Critical Assessment Practices (CAPS) approach. CAPS includes a set of four principles that teachers can use to partner with, and to empower, students to support more equitable and informative classroom‐based reading assessment. Teachers can apply the CAPS approach to examine and adjust existing classroom reading assessment to make it more equitable and productive for students. The authors first describe a CAPS approach, then outline five stages teachers can use as they partner with students throughout assessment. Finally, the authors offer an example of how one first grade teacher applied a CAPS approach to adjust her existing assessment.</abstract><cop>Newark</cop><pub>Blackwell Publishing Ltd</pub><doi>10.1002/trtr.2282</doi><tpages>9</tpages><orcidid>https://orcid.org/0000-0003-1617-8527</orcidid><orcidid>https://orcid.org/0000-0003-2935-7129</orcidid><orcidid>https://orcid.org/0000-0002-1972-9251</orcidid></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0034-0561 |
| ispartof | The Reading teacher, 2024-03, Vol.77 (5), p.756-764 |
| issn | 0034-0561 1936-2714 |
| language | eng |
| recordid | cdi_proquest_journals_2984996429 |
| source | Wiley Online Library All Journals |
| subjects | assessment Diversity equity & inclusion Educational evaluation Elementary school students Empowerment equity Literacy Reading instruction Teachers |
| title | Students as Partners: Using an Equity‐Oriented Critical Assessment Practices (CAPS) Approach in Reading to Empower Students and Inform Instruction |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-07T10%3A03%3A43IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Students%20as%20Partners:%20Using%20an%20Equity%E2%80%90Oriented%20Critical%20Assessment%20Practices%20(CAPS)%20Approach%20in%20Reading%20to%20Empower%20Students%20and%20Inform%20Instruction&rft.jtitle=The%20Reading%20teacher&rft.au=Forzani,%20Elena%20E.&rft.date=2024-03&rft.volume=77&rft.issue=5&rft.spage=756&rft.epage=764&rft.pages=756-764&rft.issn=0034-0561&rft.eissn=1936-2714&rft_id=info:doi/10.1002/trtr.2282&rft_dat=%3Cproquest_cross%3E2984996429%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2984996429&rft_id=info:pmid/&rfr_iscdi=true |