Expanding the Tools and Scope of Early Literacy Assessments: The Parent-based Assessment of Literate Identities (Stage 3, 4:38 PM)

• In Event: e-Lightning Ed-Talk Session 9 - Stage 3

Abstract

This paper examines the validity and usability of a novel assessment of reading and writing designed through an identity perspective. Attention to reading and writing identities opens space for complexity in the reading-writing dynamic and for considering the broader growth and development of children as readers and writers. The Parent-based Assessment of Literate Identities (PALI) is designed to assess elementary grade children’s reading and writing identities to capture broader processes of literacy learning and becoming. This paper presents an overview of the theoretical grounding, assessment design, and validation results from testing with parents of K-5 children in the United States. This assessments offers a practical new approach to assessing reading and writing identities in research and classrooms.

Author

• Christopher Wagner, Santa Clara University