Australian Journal of Teacher Education
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.
Recommended Citation
Carson, Karyn and Bayetto, Anne
(2018)
"Teachers’ Phonological Awareness Assessment Practices, Self-Reported Knowledge and Actual Knowledge: The Challenge of Assessing What You May Know Less About,"
Australian Journal of Teacher Education: Vol. 43
:
Iss.
6
, Article 5.
DOI: https://doi.org/10.14221/ajte.2018v43n6.5
Available at:
https://ro.ecu.edu.au/ajte/vol43/iss6/5
Included in
Early Childhood Education Commons, Elementary Education Commons, Language and Literacy Education Commons, Special Education and Teaching Commons, Teacher Education and Professional Development Commons