Assessing Language Development-written and/or Oral

Quantitative Language Data: A Case for and Some Warnings Against

Bibliographic Data

ID2469731
AuthorsRoger W Shuy (Center for Applied Linguistics, corresponding author)
Year1977
Volume8
Issue2
Pages73-82
Publication date1977-05-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAnthropology & Education Quarterly (JOURNAL)
Journal identifiersISSN: 0161-7761 • E-ISSN: 1548-1492
PublisherWiley (PUBLISHER • GB)
DOI10.1525/aeq.1977.8.2.05x1399u
OpenAlexW2169189152
LanguageEN
Citations received4
References cited15

Much dissatisfaction has been growing over the sole use of achievement tests for determining the success of written and/or oral language development in children. At the same time, the public continues to clamor for evidence that children are learning, and therefore that teachers are teaching and the schools are functioning as intended. Means must be developed that describe and identify learning outcomes. What are some promising practices that can do this, and how can they be utilized as alternatives to only testing for achievement, particularly in the area of assessing written and/or oral language development

Academic achievement · Developmental psychology · Language assessment · Language development · Linguistics · Mathematics education · Pedagogy · Standardized test · Written language · Linguistic Variation and Morphology · Multilingual Education and Policy · Phonetics and Phonology Research · Psychology

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Open DOISci-HubOpen Access