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dc.contributor.authorWhitehead, David
dc.date.accessioned2009-11-24T03:39:33Z
dc.date.available2009-11-24T03:39:33Z
dc.date.issued2008
dc.identifier.citationWhitehead, D. (2008). Testing like you teach: The challenge of constructing local, ecologically valid tests. English Teaching: Practice and Critique, 7(3), 10-25.en
dc.identifier.issn1175-8708
dc.identifier.urihttps://hdl.handle.net/10289/3407
dc.description.abstractIn an educational context, local, ecologically valid tests can reflect the use of literacy and thinking tools. These tests present a challenge to central, content focused, high-stakes testing, and to transmission approaches to teaching. They require teachers to accept knowledge as a verb, and to design assessment protocols that reflect co-constructive ways of teaching. This article reports the outcome of praxis action research with middle and secondary school teachers who incorporated topic-appropriate literacy and thinking tools into their teaching. They also redesigned their local tests linked to high-stakes test protocols to reflect the use of these tools. A thematic analysis of observations and interviews suggests that this process impacted on the structural characteristics (morés) of the schools, and posed affective, cognitive and pedagogical challenges to teachers.en
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherUniversity of Waikatoen_NZ
dc.relation.urihttp://edlinked.soe.waikato.ac.nz/research/journal/view.php?article=true&id=532&p=1en
dc.rightsThis article has been published in the journal: English Teaching: Practice and Critique. Used with permission.en
dc.subjectecologically validen
dc.subjecttestsen
dc.subjectliteracyen
dc.subjectteachingen
dc.titleTesting like you teach: The challenge of constructing local, ecologically valid testsen
dc.typeJournal Articleen
dc.relation.isPartOfEnglish Teaching: Practice and Critiqueen_NZ
pubs.begin-page10en_NZ
pubs.elements-id34528
pubs.end-page25en_NZ
pubs.issue3en_NZ
pubs.volume7en_NZ


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