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Peer reviewed Peer reviewed
ERIC Number: EJ632275
Record Type: CIJE
Publication Date: 2001
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0013-8274
Reading the Data: Making Supportable Claims from Classroom Assessment.
Adkison, Stephen; Tchudi, Stephen
English Journal, v91 n1 p43-50 Sep 2001
Presents three fictional scenarios each based on very different kinds of facts: the very clear data of test scores, the ambiguous data of behaviors, and the concrete but infinitely interpretable data of portfolios. Notes that the data represented by the portfolio is much more appropriate to assessing language competencies than is data represented by test scores. (SG)
Descriptors: English Instruction, Portfolio Assessment, Secondary Education, Standardized Tests, Student Evaluation, Test Validity
Publication Type: Guides - Non-Classroom; Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Special Issue: Assessing Ourselves to Death.