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

By Colin Harrison

This publication, besides its spouse quantity Assessing interpreting 2: altering perform in school rooms, used to be initially conceived because the significant consequence from a global seminar on studying overview held in England. It focuses relatively on theoretical and methodological concerns, even though with a transparent sequence of hyperlinks to practices in review, in particular kingdom and nationwide methods to classroom-based review 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 examining exams, nationwide tests and classroom-based review, tough readers to imagine in several methods.

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Those who take a naive realist perspective tend to view the mapping of performance onto standards and eventual judgements about competence as a transparent set of operations: tasks are designed to measure certain phenomena, and if experts and practitioners agree that they measure them, then they do. Students who do well on particular tasks exhibit high levels of accomplishment in the domain measured; those who do not do well, exhibit low levels. But those who take a more interpretive perspective (see Moss, 1994, 1996; Delandshere and Petrosky, 1994), view the mapping 24 TEN DILEMMAS OF PERFORMANCE ASSESSMENT problem as much more complex and indeterminate.

Newark, DE: International Reading Association, 1162–82. H. P. (eds) (1994) Authentic Reading Assessment: Practices and Possibilities. Newark, DE: International Reading Association. 20 2 TEN DILEMMAS OF PERFORMANCE ASSESSMENT P. David Pearson, Lizanne DeStefano and Georgia Earnest García This essay is a deliberate critique of performance assessment, especially as it has unfolded as an alternative to standardized testing within the English language arts, and even more particularly as it has been championed as an alternative to conventional reading assessment.

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). Findings such as these make us wonder whether normative comparisons are such an ingrained part of our professional culture of schooling that we cannot escape them even when we are provided with opportunities to examine student performance with entirely different reference points, such as curriculum-based standards of performance.

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