Resnick, L. B., & Resnick, D. P. (1992). Assessing the Thinking Curriculum: New Tools for Educational Reform. In B. R. Gifford, & M. C. O’Connor (Eds.), Changing Assessments: Alternative Views of Aptitude, Achievement, and Instruction (pp. 37-75). Boston, MA: Kluwer Academic Publishers.
https://doi.org/10.1007/978-94-011-2968-8_3

has been cited by the following article:

• TITLE: Stakeholders’ Perceptions and Implications of Classroom-Based Reading Assessment: A Literature Review

  AUTHORS: Norsharina Mohd Yusof, Maslawati Mohamad

  KEYWORDS: Reading-Assessment, Educators, Perceptions, English as a Second Language (ESL)

  JOURNAL NAME: Creative Education, Vol.11 No.8, August 14, 2020

  ABSTRACT: The assessment has moved vigorously in becoming an essential aspect of effective teaching and learning. The Malaysian Education has imparted the classroom-based assessment aspirant to the holistic advancement of the learners. However, most of the English language learners, as well as the educators, struggle in termsof classroom-based reading assessment. Stakeholders have varying perceptions due to their own perceptions of advantages and disadvantagesof classroom-based reading assessment. This paper provides a literature review on the perceptions of the educators, and the challenges of classroom-based reading assessment faced by the educators. The literature review includes1) the perceptions of the educators,2) the advantages and disadvantages of classroom-based reading assessment.