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By Colin Harrison

This publication, besides its spouse quantity Assessing interpreting 2: altering perform in study rooms, was once initially conceived because the significant consequence from a global seminar on analyzing overview held in England. It focuses quite on theoretical and methodological concerns, even though with a transparent sequence of hyperlinks to practices in overview, particularly nation and nationwide methods to classroom-based evaluation within the united states, the united kingdom and in Australia, at either basic and secondary degrees. Chapters provide new views at the theories that underlie the advance and interpretation of analyzing tests, nationwide tests and classroom-based evaluate, difficult readers to imagine in numerous methods.

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Additional info for Assessing Reading 1: Theory and Practice (International Perspectives on Reading Assessment)

Sample text

Its effects will be those of the ‘modern’ project, even if it attempts to use ‘postmodern’ practices. From this point of view, therefore, the major tasks facing assessment specialists go far beyond that of convincing bureaucrats that traditional ‘benchmark’ testing is ineffectual. The tasks facing us include convincing both bureaucrats and teachers themselves that every experienced teacher is indeed an assessment specialist, convincing students that they too can become assessment specialists, and convincing bureaucrats that even a five-day portfolio task may not provide an authentic and valid basis for reading assessment.

Reading Research Quarterly, 30(3): 314–51. Assessment of Performance Unit (1993) ‘Language Performance in Schools: Secondary Survey Report No. 2’. London: Department of Education and Science. Bailey, Mary (1993) ‘Children’s Response to Fiction’. Ed, dissertation, University of Nottingham. Bakhtin, M. (1973) Problems of Dostoevsky’s Poetics, (trans. Rotsel). Ann Arbor, MI: Ardis. Beach, R. (1994) ‘Adopting multiple stances in conducting literacy research’. Ruddell, Martha Rapp Ruddell and Harry Singer (eds) Theoretical Models and Processes of Reading (4th edn).

To further complicate the matter, test-takers are not the only group involved in interpretation of performance assessments. Applications of standards and scoring criteria are subject to individual interpretation, thus introducing another threat to construct validity. Once tasks are completed, judges are likely to disagree about the nature, quality and extent of evidence provided by particular individuals and particular tasks. Even if one judge concludes that a particular task yields evidence about standard X, other judges may disagree, thinking that it provides evidence of other standards or that other tasks provide better evidence about standard X.

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