By Colin Harrison
This ebook, besides its significant other quantity Assessing analyzing 2: altering perform in study rooms, used to be initially conceived because the significant final result from a world seminar on analyzing evaluate held in England. It focuses fairly on theoretical and methodological concerns, notwithstanding with a transparent sequence of hyperlinks to practices in evaluate, in particular nation and nationwide ways to classroom-based overview within the united states, the united kingdom and in Australia, at either basic and secondary degrees. Chapters supply new views at the theories that underlie the improvement and interpretation of analyzing tests, nationwide tests and classroom-based evaluation, not easy readers to imagine in several methods.
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Extra resources for Assessing Reading 1: Theory and Practice (International Perspectives on Reading Assessment)
What is called for are studies of the ways in which all sorts of assessment information, including norm-referenced, criterion-referenced and standards-referenced (a term we shall use to refer to these newer rubric driven performance assessments), are used by teachers and schools to plan programmes, modify curriculum, or create activities for schools, classes and individuals. All of this debate could turn out to be a moot question if we learn, for example, that curriculum planning, for either individuals or groups, is based more on tradition, textbook adoption, or some other authoritative basis than on information provided by any sort of assessment.
Coherence at this level is not enough, however. It is also necessary to demonstrate relationships between the construct as measured and other constructs or outcomes. For example, do judgements of a student’s reading accomplishment on performance tasks correlate with teacher’s judgement of accomplishment? With performance on other tasks or measures of reading? With general academic success or real world self-sufficiency? While proponents of performance assessment hold that the authentic nature of the tasks attests to their validity as measures of reading, a collection of ‘authentic’ tasks may fall short in terms of representing the broad domain of reading.
We need to examine carefully the process of creating and evaluating performance assessments and portfolios, particularly the manner in which: (a) tasks are selected to represent particular domains, such as reading; (b) test-takers interpret what is being asked of them and how it will be evaluated; and (c) scorers assign value to different sorts of evidence provided by different entries or tasks. 25 PEARSON, DESTEFANO AND GARCÍA At the heart of this research agenda is a need for traditional construct validity studies in which the constructs to be measured are operationalized and explicitly linked to the content of the assessment and its scoring criteria or standards.
Assessing Reading 1: Theory and Practice (International Perspectives on Reading Assessment) by Colin Harrison