|Title: ||Assessing literacies|
|Other Titles: ||International Handbook of Educational Policy|
|Citation: ||In: Bascia, N.; Cumming, A.; Datnow, A.; Leithwood, K.; Livingstone, D. (Eds.), International Handbook of Educational Policy, 695-713|
|Publisher: ||Dordrecht: Springer|
|Issue Date: ||2005 |
|Additional Links: ||http://www.springer.com/uk/home?SGWID=3-102-22-36422079-0&changeHeader=true|
|Abstract: ||This is an invited contribution to an international handbook. It builds on this author’s contribution to the theory of assessment and the Australian co-author’s expertise in literacy. This cross-national review of literacy assessment policy and practice was able to demonstrate a shift in the theoretical approach to literacy assessment. It proposes a new schema for countries to use in evaluating their literacy assessment in relation to both models of literacy and modern assessment theory. It is thus an original contribution to theory and policy.|
|Type: ||Book chapter|
|Appears in Collections: ||Critical Policy Studies in Education Research|
|Files in This Item:|
There are no files associated with this item.
All Items in WIRE are protected by copyright, with all rights reserved, unless otherwise indicated.