Literacy assessment and the future

Reading Teacher

Volumn 58, Issue 7, 2005, Pages 684-686

  Johnston, Peter ^a  

^a STATE UNIVERSITY OF NEW YORK   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 18844431133     PISSN: 00340561     EISSN: None     Source Type: Journal    
DOI: 10.1598/RT.58.7.9     Document Type: Article

References (10)

1. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
2. Carr, M., & Claxton, G. (2002). Tracking the development of learning dispositions. Assessment in Education, 9(1), 9-37.
3. Crooks, T.J. (1988). The impact of classroom evaluation practices on students. Review of Educational Research, 58, 438-481.
4. Dweck, C.S. (1999). Self-theories: Their role in motivation, personality, and development. Philadelphia: Psychology Press.
5. Flockton, L., & Crooks, T. (1996). National education monitoring project: Reading and speaking, assessment results, 1996 (No. 6). Dunedin, New Zealand: Educational Assessment Research Unit.
6. Gee, J.P. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). London: Falmer.
7. Johnston, P.H. (2004). Choice words: How our language affects children's learning. York, ME: Stenhouse.
8. Kalantzis, M., Cope, B., & Harvey, A. (2003). Assessing multiliteracies and the new basics. Assessment in Education: Principles, Policy & Practice, 10(1), 15-26.
9. McDonald, B., & Boud, D. (2003). The Impact of self-assessment on achievement: The effects of self-assessment training on performance in external examinations. Assessment in Education: Principles, Policy & Practice, 10(2), 209-220.
10. Niemi, P., & Poskiparta, E. (2002). Shadows over phonological awareness training: Resistant learners and dissipating gains. In E. Hjelmquist & C.V. Euler (Eds.), Dyslexia and literacy (pp. 84-99). London: Whurr.