Assessment in Whole-Language Classrooms: Theory into Practice

This article identifies the problem of lack of congruence (i. e., "fit") between the assumptions that underly measurement-based approaches to assessment and the movement that has become known as whole language. A "natural" theory of language assessment is proposed and described. Using research from classrooms, the authors describe how some Australian teachers have put this theory of language assessment into practice. Finally, the question of the "scientific rigor" of classroom research is addressed. The authors argue that the traditional criteria of scientific rigor (i. e., reliability, validity, objectivity, etc.) cannot be applied to data collected under naturalistic conditions. Instead they argue that naturalistic analogues of these criteria are available and that teachers can be taught to develop strategies that increase the trustworthiness and credibility of the information they collect.