By Colin Harrison
This ebook, in addition to its spouse quantity Assessing studying 2: altering perform in study rooms, was once initially conceived because the significant final result from a global seminar on interpreting evaluate held in England. It focuses really on theoretical and methodological concerns, even though with a transparent sequence of hyperlinks to practices in evaluation, particularly nation and nationwide ways to classroom-based evaluation within the united states, the united kingdom and in Australia, at either fundamental and secondary degrees. Chapters supply new views at the theories that underlie the improvement and interpretation of interpreting checks, nationwide checks and classroom-based review, demanding readers to imagine in several methods.
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Extra resources for Assessing Reading 1: Theory and Practice (International Perspectives on Reading Assessment)
First, in responsive assessment, the emphasis is switched to the classroom, and to curriculum practices; at this point assessment can begin to serve two essential purposes which national programmes usually ignore— assessment evidence can be of direct value to the teacher, and it can be of direct value to the student. Second, responsive assessment calls for increased emphasis on teacher assessment, self-assessment and peer assessment. We would suggest that it will be enormously important to develop a wide body of information, not only on teacher assessment, but on self- and peer assessment, and to put in place mechanisms for sharing the information.
David Pearson, Lizanne DeStefano and Georgia Earnest García This essay is a deliberate critique of performance assessment, especially as it has unfolded as an alternative to standardized testing within the English language arts, and even more particularly as it has been championed as an alternative to conventional reading assessment. Our experience in trying to build and evaluate various approaches to performance assessment has spawned this critique. Each of us has served, in some circumstances, as an advocate of performance assessment and as a critic of conventional assessment practices.
J. (1994) ‘Dissention, tensions, and the models of literacy’. Ruddell, Martha Rapp Ruddell and Harry Singer (eds) Theoretical Models and Processes of Reading (4th edn). Newark, DE: International Reading Association, 1162–82. H. P. (eds) (1994) Authentic Reading Assessment: Practices and Possibilities. Newark, DE: International Reading Association. 20 2 TEN DILEMMAS OF PERFORMANCE ASSESSMENT P. David Pearson, Lizanne DeStefano and Georgia Earnest García This essay is a deliberate critique of performance assessment, especially as it has unfolded as an alternative to standardized testing within the English language arts, and even more particularly as it has been championed as an alternative to conventional reading assessment.