Colin Harrison, Terry Salinger

Assessing Reading 1

Theory and Practice

• Broschiertes Buch

Produktbeschreibung

This book, along with its companion volume Assessing Reading 2: Changing Practice in Classrooms, was originally conceived as the major outcome from an international seminar on reading assessment held in England. It focuses particularly on theoretical and methodological issues, though with a clear series of links to practices in assessment, especially state and national approaches to classroom-based assessment in the USA, the UK and in Australia, at both primary and secondary levels. Chapters offer new perspectives on the theories that underlie the development and interpretation of reading assessments, national assessments and classroom-based assessment, challenging readers to think in different ways.

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Produktdetails

• Verlag: Routledge
• Seitenzahl: 228
• Erscheinungstermin: 5. Februar 1998
• Englisch
• Abmessung: 234mm x 156mm x 12mm
• Gewicht: 354g
• ISBN-13: 9780415148948
• ISBN-10: 0415148944
• Artikelnr.: 21443607

Autorenporträt

Colin Harrison is Professor of Literary Studies in Education at the University of Nottingham and Terry Salinger is a Senior Research Analyst at the American Institutes for Research, Washington DC.

Inhaltsangabe

PART I Theories and assumptions underpinning reading assessment 1
Responsive reading assessment: is postmodern assessment of reading
possible? 2 Ten dilemmas of performance assessment 3 Feminist
poststructuralist perspectives on the language of reading assessment:
authenticity and performance PART II What are the new approaches, and what
are they attempting to achieve? 4 Australian perspectives on the assessment
of reading: can a national approach to literacy assessment be daring and
progressive? 5 Assessing reading in the English National Curriculum 6 The
national assessment of reading in the USA 7 New emphasis on old principles:
the need for clarity of purpose and of assessment method in national
testing and for national monitoring 8 Curriculum-based assessment of
reading in England and Wales: a national pilot study 9 Taking a closer
look: a Scottish perspective on reading Assessment 10 Using direct evidence
to assess student progress: how the Primary Language Record supports
teaching and learning 11 Challenging the assessment context for literacy
instruction in first grade: a collaborative study 12 Consequential validity
of an early literacy portfolio: the `backwash¿ of reform