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1
Teachers’ Phonological Awareness Assessment Practices, Self-Reported Knowledge and Actual Knowledge: The Challenge of Assessing What You May Know Less About
Carson, Karyn
;
Bayetto, Anne
In: Australian Journal of Teacher Education (2018)
Abstract:
This study investigates the relationship between early childhood (EC) and early years’ primary school (EYPS) teachers’ phonological awareness (PA) assessment practices, self-reported PA knowledge and actual PA knowledge. Method: A survey design was employed whereby 102 registered Australian EC and EYPS teachers responded to questions regarding PA assessment practices, self-reported PA knowledge and actual PA knowledge. Results: The results showed: a) more than 80% of teachers use PA assessments, with EYPS teachers conducting frequent assessments and EC teachers conducting rare-to-occasional assessments; b) over-estimation of self-reported PA knowledge; c) low levels of actual PA knowledge; and d) high usage of observations and professional judgement as assessment methods despite limited own PA knowledge. Implications: Increasing EC and EYPS teachers’ knowledge of PA and improving their self-appraisal skills is critical for high-quality teacher PA assessment practices, and it illustrates the need for robust pre- and in-service teacher training.
Keyword:
classroom literacy assessment
;
Early Childhood Education
;
Elementary Education
;
Language and Literacy Education
;
phonological awareness assessment
;
preschool literacy assessment
;
Special Education and Teaching
;
Teacher Education and Professional Development
;
teacher knowledge
URL:
https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=3739&context=ajte
https://ro.ecu.edu.au/ajte/vol43/iss6/5
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Teachers' phonological awareness assessment practices, self-reported knowledge and actual knowledge: the challenge of assessing what you may know less about
Carson, Karyn
;
Bayetto, Anne Elizabeth
. - : Edith Cowan University, 2018
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