Loading...
What counts as quality literacy assessment in middle schooling?
Wyatt-Smith, Claire Campbell, Robert
Wyatt-Smith, Claire
Campbell, Robert
Citations
Altmetric:
Abstract
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.
Keywords
Date
2002
Type
Journal article
Journal
Curriculum Perspectives
Book
Volume
22
Issue
Page Range
1-12
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
DOI
Source URL
Event URL
Open Access Status
License
File Access
Controlled