Building a Better Reading-Writing Assessment: Bridging Cognitive Theory, Instruction, and Assessment
"Based upon our work at the district, state, and national levels, we address the following issues: how to improve large-scale writing assessments, and how to create bridges between effective reading and writing instruction and writing assessment."
Miller, R. G., and R. C. Calfee. (2004). Building a better reading-writing assessment: Bridging cognitive theory, instruction, and assessment. English Leadership Quarterly, 26(3), 6-13.
National Council of Teachers of English
Educational Assessment, Evaluation, and Research Commons, Other Education Commons, Reading and Language Commons
This article was originally published in English Leadership Quarterly, volume 26, issue 3, in 2004.