Abstract
This article explores how the general term of assessment literacy can be specified to the area of reading through the lens of the informal reading inventory, Qualitative Reading Inventory-5. This article will investigate the common misconceptions that teachers, who were enrolled in a graduate program to become state-certified specialized literacy professionals, had when conducting and interpreting the QRI-5. The data that will be presented is from a project that examined the theories that undergird informal reading inventories, and how teachers understood these theories. We will then include recommendations for improving assessment literacy for developing specialized literacy professionals.
Recommended Citation
Kabuto, Bobbie and Sinead Harmey
(2020)
"Assessment Literacy: Implications for the Literacy Professional,"
The Language and Literacy Spectrum: Vol. 30:
Iss.
1, Article 5.
Available at:
https://digitalcommons.buffalostate.edu/lls/vol30/iss1/5
Included in
Language and Literacy Education Commons, Teacher Education and Professional Development Commons