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Wolverhampton Intellectual Repository and E-Theses > School for Education Futures > Critical Policy Studies in Education Research > Assessing literacies

Please use this identifier to cite or link to this item: http://hdl.handle.net/2436/27555
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Title: Assessing literacies
Other Titles: International Handbook of Educational Policy
Authors: Gipps, Caroline
Cumming, Joy
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
URI: http://hdl.handle.net/2436/27555
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
Language: en
ISBN: 9781402031892
Appears in Collections: Critical Policy Studies in Education Research

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