Teachers Reading Practices: the Interplay of Pre-specified Assessment Criteria and other Factors
Wyatt-Smith, Claire. (1996) Teachers Reading Practices: the Interplay of Pre-specified Assessment Criteria and other Factors. Literacy Learning: The Middle Years. 4(2), pp. 37 - 44.
This article operates from the position that assessment is an interpretative process. It seeks to raise questions and challenge assumptions about stated criteria. To this end, a descriptive, explanatory model of teachers reading practices is presented.
|Journal||Literacy Learning: The Middle Years|
|Journal citation||4 (2), pp. 37 - 44|
|Publisher||Australian Literacy Educators' Association / Australian Association for the Teaching of English|
|Page range||37 - 44|
|Research Group||Institute for Learning Sciences and Teacher Education (ILSTE)|
File Access Level
|Place of publication||Australia|
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