Shaping Reading Pedagogy and Assessment for Sustainable Learning

Prue Anderson; Mary Fearnley-Sander; Danielle Anzai; Maurice Walker; Juliette Mendelovits; Ross Turner; Ray J Adams

Shaping Reading Pedagogy and Assessment for Sustainable Learning

Prue Anderson, Mary Fearnley-Sander, Danielle Anzai, Maurice Walker, Juliette Mendelovits, Ross Turner, Ray J Adams

Research output: Contribution to conference › Presentation

Abstract

This symposium assembles a number of studies that argue the importance of comprehension in reading pedagogy and assessment if improved learning outcomes from schooling are to be achieved. It addresses the subtheme questions concerning which assumptions and principles should underpin pedagogy and assessment for sustainable futures, and what the relationship should be between international assessments and local conditions and priorities.

Original language	English
Publication status	Published - 1 Sept 2015
Externally published	Yes

Keywords

Sustainable Development Goals (SDG)
Reading pedagogy and assessment
Reading acquisition
Low literacy
Reading assessment
National goals
Monitoring reading
Global
International education
Developing countries
Disadvantaged
Primary education
Reading difficulties

Access to Document

https://research.acer.edu.au/monitoring_learning/24

Cite this

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title = "Shaping Reading Pedagogy and Assessment for Sustainable Learning",

abstract = " This symposium assembles a number of studies that argue the importance of comprehension in reading pedagogy and assessment if improved learning outcomes from schooling are to be achieved. It addresses the subtheme questions concerning which assumptions and principles should underpin pedagogy and assessment for sustainable futures, and what the relationship should be between international assessments and local conditions and priorities.",

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AU - Anderson, Prue

AU - Fearnley-Sander, Mary

AU - Anzai, Danielle

AU - Walker, Maurice

AU - Mendelovits, Juliette

AU - Turner, Ross

AU - Adams, Ray J

PY - 2015/9/1

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N2 - This symposium assembles a number of studies that argue the importance of comprehension in reading pedagogy and assessment if improved learning outcomes from schooling are to be achieved. It addresses the subtheme questions concerning which assumptions and principles should underpin pedagogy and assessment for sustainable futures, and what the relationship should be between international assessments and local conditions and priorities.

AB - This symposium assembles a number of studies that argue the importance of comprehension in reading pedagogy and assessment if improved learning outcomes from schooling are to be achieved. It addresses the subtheme questions concerning which assumptions and principles should underpin pedagogy and assessment for sustainable futures, and what the relationship should be between international assessments and local conditions and priorities.

KW - Sustainable Development Goals (SDG)

KW - Reading pedagogy and assessment

KW - Reading acquisition

KW - Low literacy

KW - Reading assessment

KW - National goals

KW - Monitoring reading

KW - Global

KW - International education

KW - Developing countries

KW - Disadvantaged

KW - Primary education

KW - Reading difficulties

M3 - Presentation

ER -