High-stakes assessments in reading: A position statement of the international reading association

Journal of Adolescent and Adult Literacy

Volumn 43, Issue 3, 1999, Pages 305-312

  Ransom, Kathryn A ^a   Santa, Carol Minnick ^a   Williams, Carmelita K ^a   Farstrup, Alan E ^a   Au, Kathryn H ^a   Baker, Betsy M ^a   Edwards, Patricia A ^a   Hoffman, James V ^a   Klein, Adria F ^a   Larson, Diane L ^a   Logan, John W ^a   Morrow, Lesley Mandel ^a   Shanahan, Timothy ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0041112127     PISSN: 10813004     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (4)

1. Heubert, J.P., & Hauser, R.M. (1999). High stakes: Testing for tracking, promotion, and graduation. Washington, DC: National Academy Press.
2. Hoffman, J., Paris, S., Patterson, E.U., Pennington, J., & Assaf, L.C. (in press). High-stakes assessment in the language arts: The piper plays, the players dance, but who pays the price? In J. Flood, J.M. Jensen, D. Lapp, & J. Squire (Eds.), Handbook of research on teaching the English language arts (2nd ed.).
3. International Reading Association & National Council of Teachers of English. (1994). Standards for the assessment of reading and writing. Newark, DE: International Reading Association; Urbana, IL: National Council of Teachers of English.
4. U.S. Department of Education. (1999). The NAEP 1998 reading report card for the nation and the states (NCES 1999-459). Washington, DC: Author.