An Australian Proposal for Doing Critical Literacy Assessment: The Case of Writing
In this article we present current thinking and practices in Queens land, Australia, about how to do critical literacy assessment in the English classroom. In taking this focus, we propose and discuss a framework that brings together interest in text analysis and social practices. Then, we apply the framework showing how it can be used to generate writing tasks and assessment criteria that are consistent with critical pedagogy. Finally, the challenges of moving to a socially critical, discourse-oriented approach to assessment are considered.
English in Education
© 2002 National Association for the Teaching of English. Please refer to the journal's website for access to the definitive, published version.