Review of Reading Assessment Done Right: Tools and Techniques for Data-Driven Instruction, by Stephanie Stollar & Kate Winn
DOI:
https://doi.org/10.14507/er.v33.4634Resumo
In Reading Assessment Done Right, Stollar and Winn seek to reposition reading assessment as a tool for instructional decision-making rather than compliance. The authors argue for the use of assessments that generate actionable data and provide a structured framework for interpreting results and adjusting instruction. This review examines the clarity and practicality of that framework, particularly the use of the Collaborative Improvement Cycle and the emphasis on distinguishing between useful and non-useful data. While the book offers strong guidance for interpreting assessment results, this review highlights the challenges of implementing these recommendations within real classroom and district constraints and the gap between well-designed assessment systems and their practical use.
Biografia do Autor
Amber Woodard, East Texas A&M University
Amber Woodard is a clinical instructor and field supervisor at East Texas A&M University, where she prepares preservice teachers to translate research into responsive classroom practice. She serves as chair of the Texas Association for Literacy Education and as a Texas Reading Academy cohort leader, she contributes to the development of Reading Academies for Grades 4–8 teachers. Her work centers on literacy, assessment, and data-informed instruction, with an emphasis on bridging research and classroom realities. She brings two decades of experience across general education, special education, and dyslexia-informed elementary settings.
Referências
Brown, G. T. L. (2022). The past, present, and future of educational assessment: A transdisciplinary perspective. Frontiers in Education, 7, 1060633. https://doi.org/10.3389/feduc.2022.1060633
Nagy, P. (2000). The three roles of assessment: Gatekeeping, accountability, and instructional diagnosis. Canadian Journal of Education, 25(4), 262-279. https://doi.org/10.2307/1585850
Popham, W. J. (2003). The seductive allure of data. Educational Leadership, 60(5), 48–52. https://files.ascd.org/staticfiles/ascd/pdf/journals/ed_lead/el200302_popham.pdf
Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4–14. https://doi.org/10.3102/0013189X029007004
[Book reviewed] Stollar, S., & Winn, K. (2026). Reading assessment done right: Tools and techniques for data-driven instruction. Scholastic.
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2026 Amber Woodard
Este trabalho está licenciado sob uma licença Creative Commons Attribution-ShareAlike 4.0 International License.
Este artigo pode ser copiado, exibido, distribuido e adaptado, desde que o(s) autor(es) e Education Review/Resenhas Educativas sejam creditados e a autoría original atribuídos, as alterações sejam identificadas e a mesma licença CC se aplique à obra derivada. Mais detalhes sobre a licença Creative Commons podem ser encontrados em https://creativecommons.org/licenses/by-sa/4.0/. Education Review/ Resenhas Educativas é publicado pela Mary Lou Fulton Teachers College, Arizona State University.
O conteúdo de 1998-2020 da Education Review / Reseñas Educativas / Resenhas Educativas foi publicado sob uma licença CC diferente: http://creativecommons.org/licenses/by-nc-sa/3.0
