Assessing Reading 1: Theory and Practice (International by Colin Harrison

By Colin Harrison

This booklet, in addition to its significant other quantity Assessing analyzing 2: altering perform in study rooms, used to be initially conceived because the significant end result from a world seminar on interpreting review held in England. It focuses quite on theoretical and methodological matters, notwithstanding with a transparent sequence of hyperlinks to practices in review, specifically country and nationwide techniques to classroom-based overview 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 studying checks, nationwide tests and classroom-based evaluate, tough readers to imagine in several methods.

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Extra info for Assessing Reading 1: Theory and Practice (International Perspectives on Reading Assessment)

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Our map is 18 RESPONSIVE READING ASSESSMENT incomplete. That’s fine: a map must be incomplete, by its nature, but what we hope is that it will have some utility in charting the territory of assessment in a manner which includes some fresh perspectives, and which enables some new routes to be explored. References Afflerbach, P. (1995) ‘Engaged assessment of engaged readers’. In Linda Baker, Peter Afflerbach and David Reinking (eds) Developing Engaged Readers in Home and School Communities. Hillsdale, NJ: Lawrence Earlbaum Associates, 191–214.

In looking for areas where texts are opened up rather than protected, it might be more profitable to consider the influence of media studies courses than literature courses. By their nature, media studies courses are likely to problematize notions of authority in relation to both authorship and a range of media texts, and in both schools and universities such courses have been innovative in introducing assessment approaches which reflect their postmodern genesis. One other area in the reading curriculum in schools which most certainly has the potential to reflect postmodern influences is that of directed reading activities, of the type known in the USA as DRTA and in the UK as DARTs (Directed Activities Related to Texts; Lunzer and Gardner, 1984).

No’, because national assessment implies a ‘modern’ and not a ‘postmodern’ philosophy, a positivist and traditional ‘scientific’ approach, which can be attempted, but which will fail. ‘Postmodern’ largescale, national assessment, therefore, is a contradiction in terms. Even if ‘postmodern’ local, subjective and responsive solutions are attempted, to aggregate them will be fruitless and will fail. Furthermore, from a societal point of view, one must recognize that if the superordinate bureaucracy is coercive, the operation of the assessment apparatus is likely to be coercive.

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