Understanding and Using Reading Assessment, K-12, Fourth Edition

Peter Afflerbach, PhD, is Professor Emeritus of Education at the University of Maryland, College Park. His research interests are individual differences in reading, factors influencing reading achievement, reading comprehension strategies, and reading assessment. Dr. Afflerbach has served on National Academy of Education and National Academy of Sciences committees related to literacy and literacy assessment. He is a member of the 2025 Reading Framework Development Committee of the National Assessment of Educational Progress (NAEP) and has served on other NAEP committees and on the board of directors of the Literacy Research Association. Dr. Afflerbach is an elected member of the Reading Hall of Fame and a Fellow of the American Educational Research Association. A founding editor of the journal Metacognition and Learning, he has published his work in numerous theoretical and practical journals and several books. Prior to his university career, Dr. Afflerbach served as a Chapter 1 remedial reading teacher, a middle school reading and writing teacher, and a high school English teacher. He is a proud graduate of New York City public schools.

Introduction
1. Important Issues and Concepts in Reading Assessment
2. Assessing Early Reading
3. Assessing Strategies and Skills: Tests and Reading Inventories
4. Teacher Questioning as Assessment
5. Performance Assessment
6. High-Stakes Reading Tests
7. Assessment and Accommodating English Learners and Special-Needs Students
8. Assessing “the Other”: Important Noncognitive Aspects of Reading
9. Formative and Summative Assessment
10. Promoting Self-Assessment to Help Students Build Reading Independence
11. Assessing Digital and Critical Reading
Appendix
References
Index