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- ISSN: 0013-8274
- E-ISSN: 2161-8895
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Rethinking Adolescent Reading Assessment: From Accountability to Care
- Source: English Journal, Volume 103, Issue 1, Sep 2013, p. 48 - 53
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- 01 Sep 2013
Abstract
The author explores the balance of responsibility for effective formative reading assessment between classroom teachers and the curricular structure within which they work.
© 2013 by the National Council of Teachers of English