Abstract
In college-level courses, literacy requirements are discipline-specific; therefore, to ensure effective teaching and learning, it is crucial to understand students’ literacy needs and levels of competence in individual disciplines. This chapter discusses the use of formative and summative discipline-specific assessments to inform the design and implementation of strategies to foster content area learning and disciplinary literacy. It describes collaborative work in the assessment process, including text selection, question design, the development and implementation of assessment instruments, and the use of results to inform pedagogical design. Also discussed are innovative practices to incorporate relevant assessments into student learning in specific disciplines to avoid assessment fatigue.
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But, J.C. (2020). Assessment: A Tool for Improving Disciplinary Literacy. In: But, J. (eds) Teaching College-Level Disciplinary Literacy. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-39804-0_3
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DOI: https://doi.org/10.1007/978-3-030-39804-0_3
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