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ASSESSING LANGUAGE DEVELOPMENT—WRITTEN AND/OR ORAL
Author(s) -
Shuy Roger W.
Publication year - 1977
Publication title -
anthropology and education quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.531
H-Index - 46
eISSN - 1548-1492
pISSN - 0161-7761
DOI - 10.1525/aeq.1977.8.2.05x1399u
Subject(s) - language development , psychology , mathematics education , academic achievement , written language , standardized test , language assessment , pedagogy , developmental psychology , linguistics , philosophy
Much dissatisfaction has been growing over the sole use of achievement tests for determining the success of written and/or oral language development in children. At the same time, the public continues to clamor for evidence that children are learning, and therefore that teachers are teaching and the schools are functioning as intended. Means must be developed that describe and identify learning outcomes. What are some promising practices that can do this, and how can they be utilized as alternatives to only testing for achievement, particularly in the area of assessing written and/or oral language development?