| Assessing Reading 1: Theory and Practice Contributor(s): Harrison, Colin (Author), Salinger, Terry (Author) |
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ISBN: 0415148944 ISBN-13: 9780415148948 Publisher: Routledge OUR PRICE: $47.45 Product Type: Paperback - Other Formats Published: February 1998 Annotation: This book, along with its companion volume, i Assessing Reading 2: Classroom Innovation /i, was 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. Special attention is directed toward 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 behind the development and interpretation of reading assessments, national assessments and classroom-based assessment, significantly broadening the scope of the current discussion and challenging the compartmentalization of these assessment practices. level; these texts explore different aspects of the issues involved. The first book in this series focuses particularly on theoretical and methodological issues, though with a clear series of links to practices in assessment. It deals especially with state and national approaches to classroom-based assessment at primary and secondary levels, both domestic and international. The theories and assumptions underpinning new approaches to reading assessment are discussed, along with a description of new approaches. |
| Additional Information |
| BISAC Categories: - Education | Teaching Methods & Materials - Reading & Phonics - Education | Elementary |
| Dewey: 428.407 |
| LCCN: 97014699 |
| Series: International Perspectives on Reading Assessment |
| Physical Information: 0.48" H x 6.14" W x 9.21" (0.72 lbs) 224 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: 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. |