NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1214177
Record Type: Journal
Publication Date: 2019-Jul
Pages: 29
Abstractor: As Provided
ISSN: ISSN-0028-8276
How Do New Zealand Teachers Assess Children's Oral Language and Literacy Skills at School Entry?
Cameron, Tracy A.; Carroll, Jane L. D.; Taumoepeau, Mele; Schaughency, Elizabeth
New Zealand Journal of Educational Studies, v54 n1 p69-97 Jul 2019
Teachers of year 0/1 students in English-medium schools in New Zealand (1896 schools) were invited to participate in a survey focussed on assessment of new entrant children's oral language and emergent literacy skills, with an estimated 21% response rate (N = 745). Teachers indicated using a variety of methods for assessing children's skills at school entry, from standardised measures to informal teacher judgements. In response to open-ended questions several dominant themes were identified: (a) concerns regarding the skill development of many new entrants; (b) a desire for tools to assess oral language and phonological awareness; (c) preferences for tools that were current, efficient, user-friendly and appropriate for use with young children in New Zealand; (d) the need for more time outside the classroom for assessment and reflection on assessment results; and (e) interest in professional learning and development, and teaching resources to support oral language competencies.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A