Read e-book online Assessing Reading 1: Theory and Practice (International PDF

By Colin Harrison

ISBN-10: 0415148936

ISBN-13: 9780415148931

ISBN-10: 0415148944

ISBN-13: 9780415148948

This ebook, besides its better half quantity Assessing examining 2: altering perform in school rooms, was once initially conceived because the significant final result from a global seminar on interpreting review held in England. It focuses really on theoretical and methodological matters, although with a transparent sequence of hyperlinks to practices in evaluate, in particular nation and nationwide ways to classroom-based evaluate 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 interpreting exams, nationwide checks and classroom-based review, demanding readers to imagine in numerous methods.

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Students do not always interpret the tasks we provide in the way we might have intended. To ground this contrast in a real example, take the case of the early versions of the National Board of Professional Teaching Standards (NBPTS) Early Adolescent English Language Arts assessment for Board Certification. One of the tasks required teachers to submit a portfolio entry (actually a video plus commentary) to document their ability to engage students in discussions of literature (NBPTS, 1993). An assumption is made, in the realist view, that levels of performance on video index expertise in leading literature discussions.

We asked the teachers to use the descriptors—which were supposedly anchored carefully in absolute (not normative) behavioural descriptions of performance at each level—to categorize their students as belonging to one of the four levels. Later, in debriefing interviews, we asked them to describe the bases of their classifications. Overwhelmingly, teachers responded with something like this: ‘Well, I sort of thought, high, middle, and low group of readers’, or ‘who does well on tests and who doesn’t’ (Pearson and DeStefano, 1993d).

Are they simply an index of the uses to which reading (or perhaps more accurately, the residue or outcomes of reading) can be put when they are complemented by a host of other media and activities? We know much too little about the impact of task characteristics and response format on the quality and validity of judgements we make about individual students to answer these questions. Intuition would tell us that there are many students, for example, for whom the requirement of writing responses creates a stumbling block that yields a gross underestimate of their comprehension.

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Assessing Reading 1: Theory and Practice (International Perspectives on Reading Assessment) by Colin Harrison

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