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 journal › Article › peer-review

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
Journal	Monitoring Learning
Publication status	Published - 1 Sept 2015
Externally published	Yes

Keywords

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

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.",

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

author = "Prue Anderson and Mary Fearnley-Sander and Danielle Anzai and Maurice Walker and Juliette Mendelovits and Ross Turner and Adams, {Ray J}",

note = "Developing countries, Literacy, Reading comprehension, Disadvantaged, Primary education, Reading difficulties, Educational assessment, Large scale assessment, International programs Oxford UK",

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AU - Fearnley-Sander, Mary

AU - Anzai, Danielle

AU - Walker, Maurice

AU - Mendelovits, Juliette

AU - Turner, Ross

AU - Adams, Ray J

N1 - Developing countries, Literacy, Reading comprehension, Disadvantaged, Primary education, Reading difficulties, Educational assessment, Large scale assessment, International programs Oxford UK

PY - 2015/9/1

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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 - Developing countries

KW - Disadvantaged

KW - Global

KW - International education

KW - Low literacy

KW - Monitoring reading

KW - National goals

KW - Primary education

KW - Reading acquisition

KW - Reading assessment

KW - Reading difficulties

KW - Reading pedagogy and assessment

KW - Sustainable Development Goals (SDG)

M3 - Article

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JF - Monitoring Learning

ER -