Filkins, a teacher, instructional coach, and curriculum coordinator, supplies high school teachers with examples of classroom practices that illustrate classroom-based, inquiry-driven reading assessment to support and enhance instruction and learning, drawn from his work with teachers in the U. of Illinois Writing Project and in local schools. He builds on Stephen Kucer's framework of four dimensions of reading (linguistic, cognitive, sociocultural, and developmental) and explains this type of formative assessment, the tools developed from two high school reading classes, the theoretical and practical argument for authentic reading assessment, the process of formative assessment, the reflections of three classroom teachers who used inquiry to improve instruction, and assessment as an act of caring for students. Annotation 2012 Book News, Inc., Portland, OR (booknews.com)
