Developing countries, Literacy, Reading comprehension, Disadvantaged, Primary education, Reading difficulties, Educational assessment, Large scale assessment, International programs
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.
Anderson, P., Fearnley-Sander, M., Anzai, D., Walker, M., Mendelovits, J., Turner, R., & Adams, R. J. (2015). Shaping Reading Pedagogy and Assessment for Sustainable Learning. UKFIET. https://research.acer.edu.au/monitoring_learning/24
Place of Publication