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.These principles remain entirely theoretical, of course, unless tested in practice; the purpose of this chapter is to use them in an analysis of two recent ... test of factual reading and directed writing ac Paper 2 (1.5 hours) was a test of prior reading, based on an anthology of extracts from English literature and on either a Shakespeare play or a text from a set list ac Paper 3 (1 hour) was a test of extended writing.
|Title||:||Assessing Reading 1: Theory and Practice|
|Author||:||Colin Harrison, Lecturer in American Literature Colin Harrison, Terry Salinger|
|Publisher||:||Routledge - 2002-01-04|