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100   $a20180331d1998      uy         0
101 0 $aeng
135   $aurcn|||||||||
181   $ctxt
182   $cc
183   $acr
200 00$aAssessing reading $einternational perspectives on reading assessment /$fedited by Colin Harrison and Terry Salinger
205   $a1st ed.
210  1$aLondon ;$aNew York :$cRoutledge,$d1998.
215   $axii, 210 p. $cill
225 1 $aAssessing reading ;$v1
300   $aV. 2 edited by Martin Coles and Rhonda Jenkins.
311 08$a0-415-14893-6 
311 08$a0-415-14894-4 
320   $aIncludes bibliographical references and indexes.
327   $a1. Theory and practice -- 2. Changing practice in classrooms.
330   $aThis book, along with its companion volume Assessing Reading 2: Changing Practice in Classrooms, was originally conceived as the major outcome from an international seminar on reading assessment held in England. It focuses particularly on theoretical and methodological issues, though with a clear series of links to practices in assessment, especially state and national approaches to classroom-based assessment in the USA, the UK and in Australia, at both primary and secondary levels. Chapters offer new perspectives on the theories that underlie the development and interpretation of reading assessments, national assessments and classroom-based assessment, challenging readers to think in different ways.
410  0$aAssessing reading ;$v1.
606   $aReading$xAbility testing
606   $aEducational tests and measurements
615  0$aReading$xAbility testing.
615  0$aEducational tests and measurements.
676   $a428.4/076
701   $aHarrison$b Colin$f1945-$01874287
701   $aSalinger$b Terry S$01874288
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910974022003321
996   $aAssessing reading$94484754
997   $aUNINA