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      Editorial: Plotting new courses in assessment

      Whitehead, David; Reed, Yvonne
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       edlinked.soe.waikato.ac.nz
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      Whitehead, D. & Reed, Y. (2008). Editorial: Plotting new courses in assessment. English Teaching: Practice and Critique, 7(3), 1-3.
      Permanent Research Commons link: https://hdl.handle.net/10289/3406
      Abstract
      The articles in this issue foreground some of the tensions inherent in the use of “global” summative, norm-referenced measures of literacy on the one hand, and “local”, site and classroom specific literacy assessments on the other. At a theoretical level these tensions may seem without basis given that “global” and “local” assessments seem to serve different masters and achieve different purposes. However, in reality the wash-back effect of high stakes systemic assessment on classroom work is widely accepted. Furthermore, these tensions are palpable in countries in which the results from high-stakes, high status “global” assessments can lead to the closure of schools. Several of the articles in this issue describe how teachers in schools and universities are attempting to steer a course around and between the omnipresent impact of high stakes assessments and their influence on curricula.
      Date
      2008
      Type
      Journal Article
      Publisher
      University of Waikato
      Rights
      This article has been published in the journal: English Teaching: Practice and Critique. Used with permission.
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      • Education Papers [1415]
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