β Scribed by Colin Harrison
No coin nor oath required. For personal study only.
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.
Book Cover......Page 1
Title......Page 4
Contents......Page 5
List of Figures......Page 8
List of Contributors......Page 9
Introduction......Page 10
Responsive reading assessment: is postmodern assessment of reading possible?......Page 16
Ten dilemmas of performance assessment......Page 36
Feminist poststructuralist perspectives on the language of reading assessment: authenticity and performance......Page 65
Australian perspectives on the assessment of reading: can a national approach to literacy assessment be daring and progressive?......Page 78
Assessing reading in the English National Curriculum......Page 99
The national assessment of reading in the USA......Page 111
New emphasis on old principles: the need for clarity of purpose and of assessment method in national testing and for national monitoring......Page 125
Curriculum-based assessment of reading in England and Wales: a national pilot study......Page 137
Taking a closer look: a Scottish perspective on reading assessment......Page 151
Using direct evidence to assess student progress: how the Primary Language Record supports teaching and learning......Page 167
Challenging the assessment context for literacy instruction in first grade: a collaborative study......Page 181
Consequential validity of an early literacy portfolio: the'backwash' of reform......Page 197
Index......Page 220
π SIMILAR VOLUMES
This second book focuses directly on the classroom, on the challenges individual teachers face in classroom-based assessment, and how these challenges have been and are being met in a range of international contexts.
The sixth volume in the Global Research on Teaching and Learning English series offers up-to-date research on the rapidly changing field of language assessment. The book features original research with chapters reporting on a variety of international education settings from a range of diverse perspe
'Reading assessment informs our understanding of individual students and our related efforts to best teach them, which shapes students self-concepts, motivations, and attitudes related to reading. It signifies, to many, the success and accountability of our teachers and schools.''<br> -Peter Afflerb
International Perspectives on the Assessment and Treatment of Sexual Offenders: Theory, Practice and Research provides the first truly global perspective on the assessment and treatment of sex offenders. Presents a comprehensive overview of current theories and practices relating to the assessment a
The articles take a decidedly interdisciplinary look at the opus of the French philosopher, sociologist and pioneer of spatial analysis Henri Lefebvre (1901-1991). His works are reflected upon from theoretical and practical perspectives by authors from various fields (literature, history, philosophy