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ERIC Number: EJ1429059
Record Type: Journal
Publication Date: 2024
Pages: 31
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0969-594X
EISSN: EISSN-1465-329X
How Curriculum and Assessment Policies Affect the Role of Reading in an Assessment Culture: A New Zealand Case Study
Henning Fjørtoft; Mei Kuin Lai; Mengnan Li
Assessment in Education: Principles, Policy & Practice, v31 n2 p154-184 2024
Reading assessment is a critical feature of education systems. The aim of this study is to explore reading assessment policy in the New Zealand (NZ) assessment culture. We reviewed research publications, national policy documents and test protocols on reading for year levels 6-9 (ages 9-13). We found that assessment data are broadly conceptualised and used for multiple purposes, that the representation of reading assessment data is located in an improvement-oriented environment and that the use of reading assessment for improvement purposes involves multiple actors and organisation levels. We discuss to what extent reading assessment policy supports student learning and teacher professional learning.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A