A Framework for Authentic Literacy
Assessment
Author(s): Scott G. Paris, Robert C. Calfee, Nikola Filby, Elfrieda H.
Hiebert, P. David Pearson, Sheila W. Valencia and Kenneth P. Wolf
Overview
• The authors argue that traditional tests do not effectively assess the depth of literacy learning, such as student engagement, motivation, and real-world application. Therefore, they proposed an alternative assessment approach.
• The authors developed a framework while evaluating the
Kamehameha Elementary Education Program (KEEP) in Hawaii.
The Five-Phase Framework for Literacy Assessment
Phase 1: Identifying Dimensions of Literacy
Literacy involves reading, writing, motivation, collaboration, and real- world application.
Phase 2: Defining Attributes of Literacy 7 Key demensions of literacy:
• Engagement with text (reading) – Active reading.
• Engagement with text (writing) – Expressing ideas clearly, writing with purpose.
• Knowledge about literacy – Understanding the language.
• Orientation to literacy – Motivation, confidence, and perseverance in literacy.
• Ownership of literacy – Independent reading/writing habits and self- assessment.
• Collaboration – Learning with peers, discussing and constructing meaning together.
• Connectedness of the curriculum – Applying literacy skills across subjects and life.
Phase 3: Collecting Evidence of Literacy Development
This framework uses students’ daily work samples for assessing (journals, essays, book reports) and conduct structured interviews where students reflect on their reading and writing habits.
Phase 4: Scoring Students’ Work
Literacy Dimension Engagement with Text (Reading)
Engagement with Text (Writing)
Knowledge about Literacy Ownership of Literacy
Phase 5: Using Assessment Data
The collected data can help:
• Teachers refine instruction based on real student progress.
• Parents understand their child’s literacy development.
• Students take ownership of their learning by engaging in self- assessment.
• Administrators evaluate school programs and make informed decisions.
