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ERIC Number: EJ803640
Record Type: Journal
Publication Date: 2005
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1075-2935
Uneasy Writing: The Defining Moments of High-Stakes Literacy Testing
Luce-Kapler, Rebecca; Klinger, Don
Assessing Writing, v10 n3 p157-173 2005
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.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Grade 10; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada