کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
9647496 | 617400 | 2005 | 17 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Uneasy writing: The defining moments of high-stakes literacy testing
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کلمات کلیدی
موضوعات مرتبط
علوم انسانی و اجتماعی
علوم انسانی و هنر
زبان و زبان شناسی
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چکیده انگلیسی
The authors report on an exploratory study that investigated Grade 10 students' responses to a large-scale, high-stakes literacy test, the results of which determine high school graduation in Ontario, Canada. Through focus-group and individual interviews, the authors found that students perceived the test as evaluating their English skills rather than their cross-curricular literacy as is the stated purpose by the test administrators. Furthermore, the test contributed to students' narrow definition of writing. Rather than promoting writing as a powerful tool for thinking and expressing ideas, students understood writing to be a fill-in-the-blanks response to particular genres. The authors conclude by pointing out the power of such tests to define unintended learning in schools.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Assessing Writing - Volume 10, Issue 3, 2005, Pages 157-173
Journal: Assessing Writing - Volume 10, Issue 3, 2005, Pages 157-173
نویسندگان
Rebecca Luce-Kapler, Don Klinger,