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dc.contributor.authorWhitehead, David
dc.contributor.authorReed, Yvonne
dc.date.accessioned2009-11-24T03:21:30Z
dc.date.available2009-11-24T03:21:30Z
dc.date.issued2008
dc.identifier.citationWhitehead, D. & Reed, Y. (2008). Editorial: Plotting new courses in assessment. English Teaching: Practice and Critique, 7(3), 1-3.en
dc.identifier.issn1175-8708
dc.identifier.urihttps://hdl.handle.net/10289/3406
dc.description.abstractThe 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.en
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherUniversity of Waikatoen_NZ
dc.relation.urihttp://edlinked.soe.waikato.ac.nz/research/files/etpc/files/2008v7n3ed.pdf
dc.rightsThis article has been published in the journal: English Teaching: Practice and Critique. Used with permission.en
dc.subjectassessmenten
dc.subjectprofessionalismen
dc.subjectinnovationen
dc.subjecteducationen
dc.titleEditorial: Plotting new courses in assessmenten
dc.typeJournal Articleen
dc.relation.isPartOfEnglish Teaching: Practice and Critiqueen_NZ
pubs.begin-page1en_NZ
pubs.elements-id34527
pubs.end-page3en_NZ
pubs.issue3en_NZ
pubs.volume7en_NZ


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