Literacies Assessment: Theory and Practice

Fehring, H 2018, 'Literacies Assessment: Theory and Practice' in Robyn Henderson (ed.) Teaching Literacies, Oxford University Press, Melbourne, Australia, pp. 70-98.


Document type: Book Chapter
Collection: Book Chapters

Title Literacies Assessment: Theory and Practice
Author(s) Fehring, H
Year 2018
Title of book Teaching Literacies
Publisher Oxford University Press
Place of publication Melbourne, Australia
Editor(s) Robyn Henderson
Start page 70
End page 98
Subjects Higher Education
English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
Curriculum and Pedagogy Theory and Development
Summary This chapter combines the theoretical framework of Freebody and Luke's (1990; Luke & Freebody, 1997, 1999) four resources model and the structural developmental continuum of the Australian Curriculum (Australian Curriculum, Assessment and Reporting Authority, 2016a) to provide practical assessment techniques that may be used by teachers in Australian schools. The emphasis in this chapter is on demonstrating how a variety of formative and summative strategies can be adapted and applied by teachers to provide an evidence-base for school community decision-making in relation to students' literacies achievements.
Copyright notice © Oxford University Press 2018
Keyword(s) Assessment
macro-level assessment
micro-level assessment
literacies assessment strategies and techniques
ISBN 9780190306380
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