Teachers' phonological awareness assessment practices, self-reported knowledge and actual knowledge: The Challenge of Assessing What You May Know Less About

Karyn L. Carson, Anne E. Bayetto

Research output: Contribution to journalArticlepeer-review

4 Citations (Scopus)

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) overestimation 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.

Original languageEnglish
Pages (from-to)67-85
Number of pages19
JournalAustralian Journal of Teacher Education
Volume43
Issue number6
DOIs
Publication statusPublished - 1 Jan 2018

Keywords

  • Assessment Practices
  • Self-Reported Knowledge and Actual
  • Teachers Phonological Awareness
  • EC and EYPS teachers' knowledge

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