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.
|Publisher:||Taylor & Francis|
|Series:||International Perspectives on Reading Assessment Series|
|Product dimensions:||6.25(w) x 9.25(h) x 0.90(d)|
About the Author
Colin Harrison is the author of, most recently, The Havana Room (FSG, 2004). He lives in Brooklyn, New York.
Table of ContentsColin Harrison and Terry Salinger -- Introduction
PART I THEORIES AND ASSUMPTIONS UNDERPINNING READING ASSESSMENT
Chapter 1: Colin Harrison, Mary Bailey and Alan Dewar -- Responsive Reading Assessment: Is Postmodern Assessment
of Reading Possible?
Chapter 2: P. David Pearson, Lizanne DeStefano and Georgia Earnest Garca -- Ten Dilemmas Encountered in Reading Assessment
Chapter 3: Donna E. Alvermann and Michelle Commeyras -- 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?
Chapter 4: Paul Brock -- Australian Perspectives on the Assessment of Reading: Can a National Approach to Literacy Assessment
be Daring and Progressive?
Chapter 5: Sue Horner -- Assessing Reading in the English National Curriculum
Chapter 6: Terry Salinger and Jay Campbell -- The National Assessment of Reading in the USA
Chapter 7: Greg Brooks -- New Emphasis on Old
Prinicples: The Need for Clarity of Purpose and of Assessment Method, and for National Monitoring
Chapter 8: Dennis Vincent -- Curriculum-based Assessment of Reading in England and Wales: A National Pilot Study
Chapter 9: Louise Hayward and Ernie Spencer --
Taking a Closer Look: A Scottish Perspective on Reading Assessment
Chapter 10: Beverly Falk -- Using Direct Evidence to Assess Student Progress: How the Primary Language Record Supports Teaching and Learning
Chapter 11: Jim Hoffman -- Challenging the Assessment
Context for Literacy Instruction in First Grade: A Collaborative Study
Chapter 12: Terry Salinger -- Consequential Valildity of an Early Literacy Portfolio: The Backwash of Reform