The problem addressed in this study is that teachers are not being properly trained to use literacy assessment results to change and improve their literacy instruction. This qualitative study explored educators' perceptions of a literacy assessment tool in order to address two questions. How do kindergarten and first grade teachers perceive an assessment of a student's mastery of the alphabetic principle? How are the assessment data applied during the making of instructional decisions? Data collection techniques selected for this qualitative study were face to face interviews and a reflection journal kept by the researcher. The participants interviewed were school and district level personnel associated with the implementation of the assessment. Journal entries consisted of the researcher's notations, ponderings, and reflections prompted by observations and the interviews. Data analysis included the use of open coding to identify themes in the transcripts and journal entries Findings indicated a discrepancy between teachers' training to use an alphabetic principle assessment with their students as well as how they were administering the assessment and using the results. Participant input was then used to design and revise an alphabetic principle assessment task. Social change emanates from this study when classroom and non-classroom-based educators work to change how they use assessments to improve their teaching. Student learning will be enhanced when the adults assume an assessment stance and simultaneously apply assessment data to their instructional decisions.Tasks and Totals Explained Letter identification The letter identification task consists of an uppercase page of letters that ... This has been done because of the variety of fonts in which those letters commonly appear. ... sample for an example.
|Title||:||Teachers' Understandings of a Literacy Assessment Tool for Alphabetic Principle Instruction|
|Publisher||:||ProQuest - 2008|