What counts as quality literacy assessment in middle schooling?
Wyatt-Smith, Claire and Campbell, Robert. (2002). What counts as quality literacy assessment in middle schooling? Curriculum Perspectives. 22, pp. 1 - 12.
|Authors||Wyatt-Smith, Claire and Campbell, Robert|
While literacy assessment in the early years has been an area of intense curricular, pedagogical and research interest for some time, considerably less is known about quality assessment in middle schooling. A striking feature of the middle years is that teachers are required to assess literacy achievement in institutional environments where accountability through measurement as well as responsiveness to students' developmental needs are simultaneously demanded. Essentially, teachers and students must operate within and across a variety of evaluative frameworks including local classroom-based assessments for diagnostic and school reporting purposes, and large-scale standardised literacy testing programs designed to generate State and national data on literacy outcomes in schooling. This paper examines teacher accounts of quality literacy assessment in Years 5 and 7, extending to the critical issue of how teachers talk about the current situation in which their classroom-based assessment of literacy must coexist with mandated large-scale literacy testing.
|Journal citation||22, pp. 1 - 12|
|Publisher||Australian Curriculum Studies Association|
|Page range||1 - 12|
|Research Group||Institute for Learning Sciences and Teacher Education (ILSTE)|
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|Place of publication||Australia|
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