SELECTING APPROPRIATE INDIVIDUAL AND GROUP-BASED ASSESSMENTS Evan Ortlieb, Earl H. Cheek Jr., Erica Bowers and Gerlinde Grandstaff-Beckers ABSTRACT Purpose – To provide classroom teachers with an overview of a range of assessments that can be administered either individually or to a group. Design/methodology/approach – The chapter is organized from early literacy skill assessments (both individual and group based) to comprehension and standardized tests. Findings – Provides detailed information on skills required for each element of reading, design of assessment, intended purpose, and process of administration. Research limitations/implications – This is not an exhaustive list, the authors strove to highlight the most reliable and practical assessments from a large body of possible choices. Practical implications – This is a valuable source for classroom teachers who are provided with a wide-range of assessment choices covering the breadth of reading skills with extensive details on each. Using Informative Assessments towards Effective Literacy Instruction Literacy Research, Practice and Evaluation, Volume 1, 137–176 Copyright r 2012 by Emerald Group Publishing Limited All rights of reproduction in any form reserved ISSN: 2048-0458/doi:10.1108/S2048-0458(2012)0000001008 137