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Mind the gap: Investigating test literacy and classroom literacy

Yandell, John (2008) Mind the gap: Investigating test literacy and classroom literacy. English in Education, 42. pp. 70-87. ISSN 0425-0494

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Abstract

Focusing on the 2006 examination paper on Richard III, this article starts by examining the assumptions about reading Shakespeare that inform the Key Stage 3 national tests for fourteen-year-olds in England. It then analyses one student’s response to the test, contrasting this performance with evidence drawn from classroom observation and digital video data.

Item Type: Article
Additional Information: The article examines the assumptions about reading Shakespeare that informed the Key Stage 3 national tests for fourteen-year-olds in England. It then analyses one student’s response to the test, contrasting this performance with evidence drawn from classroom observation and digital video data. What emerges from this analysis is a challenge to the assessment regimes that currently exert a shaping influence on the secondary English curriculum. The definitive version is available at www3.interscience.wiley.com
Controlled Keywords: Literacy/literacies; literature; Shakespeare; multimodality; assessment; examination
Divisions: IOE Departments > Departments > Learning, Curriculum and Communication
IOE Departments > Departments > Culture, Communication and Media
Depositing User: IOE Repository Editor (2)
Date Deposited: 12 Mar 2010 10:29
Last Modified: 14 Oct 2013 12:05
URI: http://eprints.ioe.ac.uk/id/eprint/1584

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