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ERIC Number: ED112427
Record Type: Non-Journal
Publication Date: 1975
Pages: 133
Abstractor: N/A
Reference Count: N/A
National Assessment and the Teaching of English; Results of the First National Assessment of Educational Progress in Writing, Reading, and Literature--Implications for Teaching and Measurement in the English Language Arts.
Mellon, John C.
This book is intended for English language arts teachers at every level, as well as for curriculum and research specialists and other persons concerned about teaching and learning English. It provides factual information and interpretive statements of two kinds: a description of National Assessment and how it works; and a presentation of the actual contents of the writing, reading, and literature assessments, with a synopsis of the questions asked and the answers obtained. Chapter one is an introduction and chapter two gives facts about National Assessment. Chapter three discusses writing assessment and topics such as writing objectives and exercises, the assessment of essays and writing mechanics, and the uses of holistic scoring. Chapter four explores reading assessment and focuses on reading objectives and themes, reading exercises, inference sentences, and problems in analyzing reading comprehension. Chapter five examines literature assessment and such topics as literary works, literary language, reading habits and attitudes, and assessing response to literature. Chapter six is a summary discussion of such topics as students' knowledge of English and positive aspects of National Assessment. (TS) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation).
National Council of Teachers of English, 1111 Kenyon Road, Urbana, Illinois 61801 (Stock No. 32235, $3.95 non-member, $3.60 member)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: National Council of Teachers of English, Urbana, IL.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress