Book Review: The Embodiment and Ecology of Language and Literacy

Bennett W. (1998). The death of outrage: Bill Clinton and the assault on American ideals. New York: The Free Press.

Linn R.L. Baker E.L. Dunbar S.B. (1991). Complex, performance-based assessment: Expectations and validation criteria. Educational Researcher, 20 (8), 15–21.

Messick S. (1988). The once and future issues of validity: Assessing the meaning and consequences of measurement. In Wainer H. Braun H.I. (Eds.), Test validity (pp. 33–45). Hillsdale, NJ: Erlbaum.

Moss P. (1996). Enlarging the dialogue in educational measurement: Voices from interpretive traditions. Educational Researcher, 25 (1), 20–28.

Paris S.G. (1998). Why learner-centered assessment is better than high-stakes testing. In Lambert N. McCombs B. (Eds.), Issues in school reform: A sampler of psychological perspectives on learner-centered schools (pp. 189–209). Washington, DC: American Psychological Association.

Paris S.G. Ayres L. (1994). Becoming reflective students and teachers using portfolios and authentic assessment. Washington, DC: American Psychological Association.

Smith M.L. (1991). Put to the test: The effects of external testing on teachers. Educational Researcher, 20 (5), 8–11.

Urdan T.C. Paris S.G. (1994). Teachers' perceptions of standardized achievement tests. Educational Policy, 8, 137–156.

Valencia S.W. Hiebert E.H. Afflerbach P.P. (1994). Authentic reading assessment: Practices and possibilities. Newark, DE: International Reading Association.