Intended for classroom teachers, this book suggests some approaches to assessing children's language, describes some practices, and advises teachers of some of the problems in child language assessment. Chapter one provides illustrations of assessing child language usage, including looking at a piece of writing, administering a reading test, listening to a pupil read aloud, and responding to examination answers. Chapter two discusses the structures of assessment (the surface features of language use, the process of language, and the "basics" of language), their implications for teaching, and their implications for assessing. Chapter three focuses on tests, examinations, and their alternatives. The final chapter restates the guidelines for assessing children's language and considers how these guidelines might assist in the assessment problems used as examples. A glossary and bibliography are included. (RL)
Authors
- Authorizing Institution
- National Association for the Teaching of English (England).
- Peer Reviewed
- F
- Publication Type
- ['Guides - Classroom - Teacher', 'Books']
- Published in
- United States of America
Table of Contents
- CHAPTER ONE 4
- WHEN WE ARE ASSESSING FOUR ILLUSTRATIONS 4
- CHAPTER TWO 4
- CHAPTER THREE 4
- AND THEIR ALTERNATIVES 4
- CHAPTER FOUR 5
- SECTION 1 THE SURFACE FEATURES OF 17
- LANGUAGE USE 17
- - A-ration of Chapter One may concentrate our attention 26
- SECTION 2 27
- SECTION 3 THE BASICS 31
- SECTION 4 35
- IMPLICATIONS FOR TEACHING 35
- .. . 38
- SECTION 5 40
- SECTION 1 45
- READING AND COMPREHENSION 45
- SECTION 2 56
- WRITTEN EXAMINATIONS 56
- 3 it 61
- SECTION 3 64
- SECTION 1 73
- SECTION 2 APPLYING THE GUIDELINES 82
- TO THE FOUR ILLUSTRATIONS 82
