ERIC Number: EJ1130952
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
The Viability of Individual Oral Assessments for Learners: Insights Gained from Two Intervention Evaluations
Prinsloo, C. H.; Harvey, J. C.
Perspectives in Education, v34 n4 p1-14 2016
It is essential for learners to develop foundational literacy skills, ideally, in the first grade of formal education. These skills are then firmly entrenched and can be expanded in the following grades to form a basis for all future academic studies. Appropriate assessment practices and tools to aid this process can inform the achievement of quality education. Assessment and the curriculum are intertwined concepts in relation to teaching and learning. Through assessment, it can be established if all learners have attained curriculum content, knowledge and proficiencies in a given year. Furthermore, assessment can assist in advising teachers on which specific areas learners are struggling with as well as provide insight for remedial measures. Together, this can offer ways to improve education. In this article, individual oral assessment using the Early Grade Reading Assessment (EGRA) tool is discussed based on two recent impact evaluations of teacher interventions. Each intervention conceptualised its own theory of change to improve learner language and literacy development. The interventions also differed in relation to the target language; English as First Additional Language and Setswana as Home Language. Despite these differences, using the EGRA tool in both intervention evaluations allowed for a discussion on its usefulness in South Africa. This was done with regard to suitability, reliability and validity, assistance to educators, amendments and suggestions to overcoming challenges related to practicalities. In conclusion, recommendations for improving education and the development of literacy in South African schools are made.
Descriptors: Foreign Countries, Beginning Reading, Oral Reading, Reading Tests, Student Evaluation, Elementary School Students, Language Acquisition, Second Language Learning, English (Second Language), African Languages, Native Language, Native Language Instruction, Instructional Effectiveness, Literacy Education, Reliability, Validity, Early Childhood Education, Middle School Students, Grade 1, Grade 4, Grade 7, Intervention, Randomized Controlled Trials, Test Anxiety
University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: http://apps.ufs.ac.za/kovsiejournals/default.aspx?journal=22
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Middle Schools; Secondary Education; Junior High Schools; Grade 1; Primary Education; Grade 4; Intermediate Grades; Grade 7
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A