ERIC Number: EJ1214177
Record Type: Journal
Publication Date: 2019-Jul
Abstractor: As Provided
How Do New Zealand Teachers Assess Children's Oral Language and Literacy Skills at School Entry?
Cameron, Tracy A.; Carroll, Jane L. D.; Taumoepeau, Mele; Schaughency, Elizabeth
New Zealand Journal of Educational Studies, v54 n1 p69-97 Jul 2019
Teachers of year 0/1 students in English-medium schools in New Zealand (1896 schools) were invited to participate in a survey focussed on assessment of new entrant children's oral language and emergent literacy skills, with an estimated 21% response rate (N = 745). Teachers indicated using a variety of methods for assessing children's skills at school entry, from standardised measures to informal teacher judgements. In response to open-ended questions several dominant themes were identified: (a) concerns regarding the skill development of many new entrants; (b) a desire for tools to assess oral language and phonological awareness; (c) preferences for tools that were current, efficient, user-friendly and appropriate for use with young children in New Zealand; (d) the need for more time outside the classroom for assessment and reflection on assessment results; and (e) interest in professional learning and development, and teaching resources to support oral language competencies.
Descriptors: Preschool Teachers, Early Childhood Teachers, Young Children, Oral Language, Emergent Literacy, Evaluation Methods, Skill Development, Phonological Awareness, Usability, Preferences, Efficiency, Developmentally Appropriate Practices, Time Management, Faculty Development, Foreign Countries, Language of Instruction, English, Student Evaluation
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Early Childhood Education; Preschool Education
Authoring Institution: N/A
Identifiers - Location: New Zealand