Teachers Reading Practices: the Interplay of Pre-specified Assessment Criteria and other Factors
Abstract
This article operates from the position that assessment is an interpretative process. It seeks to raise questions and challenge assumptions about stated criteria. To this end, a descriptive, explanatory model of teachers reading practices is presented.
Journal Title
Literacy Learning: the Middle Years
Volume
4 2
Copyright Statement
© 1996 Australian Literacy Educators' Association. The attached file is reproduced here in accordance with the copyright policy of the publisher. Use hypertext link to access the publisher's website.