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Peer reviewed Peer reviewed
ERIC Number: EJ462213
Record Type: Journal
Publication Date: 1992
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0034-0472
EISSN: N/A
Available Date: N/A
Literacy and Teacher-Assessment at Key Stage 2.
Poulson, Louise
Reading, v26 n3 p6-12 Nov 1992
Reports on what British junior level teachers in the United Kingdom are doing in terms of giving formative/diagnostic feedback on literacy at Key Stage 2 classrooms. Finds that teachers made judgments about and provided feedback on a wide range of literacy events, even thought these interactions may not have been viewed explicitly as assessment. (RS)
Descriptors: Alternative Assessment, Classroom Environment, Classroom Observation Techniques, Foreign Countries, Intermediate Grades, Middle Schools, Reading Research, Student Behavior, Student Evaluation, Teacher Behavior
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A
Author Affiliations: N/A