Assessing Reading 1: Theory and Practice, edited by Colin Harrison and colleagues, explores the complex field of reading assessment from both theoretical and practical perspectives. The book opens with an examination of what it means to "assess reading" in educational settings, delving into definitions, purposes, and the evolving role of reading assessment in light of changing literacy demands and educational reforms. It underscores the importance of aligning assessment practices with contemporary views of reading as a dynamic and interactive process.
The contributors—experts in education, literacy, and
assessment—highlight a variety of assessment methods, ranging from standardized
tests to informal classroom-based evaluations. They discuss the strengths and
limitations of each approach and stress the need for validity, reliability, and
fairness in reading assessments. The book also explores how assessments can be
designed to better support instruction, especially for diverse learners,
including those with special educational needs and English language learners.
In its practical chapters, the book provides insights into
how teachers can interpret assessment data to inform instruction and enhance
student learning. It also emphasizes the role of formative assessment and the
value of teacher judgment in evaluating reading development. Case studies and
real-world examples are woven throughout to illustrate effective assessment
strategies and their application in different educational contexts, making this
book a vital resource for teachers, researchers, and policymakers.
📚 Bibliographic Data
- Title:
Assessing Reading 1: Theory and Practice
- Editor(s):
Colin Harrison (Editor) and contributors
- Publisher:
Routledge / Taylor & Francis Group
- Year
of Publication: 2004
- Subjects:
Reading assessment, Literacy education, Educational measurement, Language
and literacy, Teacher assessment practices
- LINK :
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