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| 附加的形体格式： | Online version: Murphy, Sharon, 1955- Fragile evidence. Mahwah, N.J. : L. Erlbaum Associates, 1998 (OCoLC)622944260 |
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| 文件类型： | 书 |
| 所有的著者/提供者： |
Sharon Murphy |
| ISBN: | 0805825290 9780805825299 0805825304 9780805825305 |
| OCLC号码： | 37801416 |
| 描述： | xi, 210 p. ; 24 cm. |
| 内容： | What counts as evidence of reading? -- Evidence, validity, and assessment -- Multiple-choice standardized reading tests in the early 1990s -- Individualized assessment -- A selective social history of the uses of reading tests / Patrick Shannon -- The consequences of the use of standardized tests / Peter Johnston -- "Evaluation is all day, noticing what is happening": multifaceted evaluations of readers / Jane Hansen -- Toward reform: lessons from miscue analysis -- Reforms in assessment: perils and possibilities -- Toward a revisioning of reading assessment: what matters? -- Attributes of individualized and group tests analyzed. |
| 责任： | Sharon Murphy with [contributions by] Patrick Shannon, Peter Johnston, Jane Hansen. |
| 更多信息： |
摘要：
Fragile Evidence--a critique of reading assessment informed by newly emerging conceptualizations of validity and reliability--brings psychometric theory, reading theory, and social critique to bear on reading assessment. Taking its lead from contemporary psychological theory and other fields which ponder the role of evidence and argumentation in making claims about social issues, this text examines the historical and contemporary ways in which such claims have been made for reading assessment. Traditional individualized and standardized tests are critiqued from a variety of perspectives. The assumptions and operational bases of contemporary revisionist assessments (e.g., large-scale performance-based assessments, authentic assessments, etc.) are considered in terms of what they include and what they omit. Collected here in one volume is a systematic analysis of several different reading assessment instruments and conceptualizations of reading assessment, with particular emphasis on the evidence of reading they provide--a type of analysis usually found only in separate articles in journals and edited volumes. This volume offers a systematic (rather than generalized) critique of popular standardized norm-referenced group and individualized measures of reading; looks at the consequential validity of standardized tests; includes interviews with stakeholders who consider the question of how to describe reading without making reference to standardized tests; considers how tools such as miscue analysis influence reform; and provides a critical analysis of contemporary reform efforts. --From publisher's description.
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