A Teacher's Perception and Practice of Assessing the Reading Skills of Young Learners--A Study from Pakistan

Autor/inn/en	Lalani, Shaheena Sulaiman; Rodrigues, Sherwin
Titel	A Teacher's Perception and Practice of Assessing the Reading Skills of Young Learners--A Study from Pakistan
Quelle	In: Journal on English Language Teaching, 2 (2012) 4, S.23-33 (11 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2231-3338
Schlagwörter	Teacher Attitudes; Action Research; Reading Skills; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Diaries; Reflection; Student Evaluation; Evaluation Methods; Semi Structured Interviews; Preschool Teachers; Elementary School Students; Foreign Countries; Educational Research; Grade 2; Classroom Environment; Pakistan + Suchen Sie Ihr Suchwort? Lehrerverhalten; Projektforschung; Reading skill; Lesefertigkeit; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Diary; Tagebuch; Schulnote; Studentische Bewertung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ausland; Bildungsforschung; Pädagogische Forschung; School year 02; 2. Schuljahr; Schuljahr 02; Klassenklima; Unterrichtsklima
Abstract	This collaborative action research aimed to explore some classroom-based assessment strategies to assess the reading skills of young children. This article presents the findings of the pre-intervention stage as part of an action research study where a teacher's perception and practice of assessing the reading skills of young learners were explored. The research participants included one early years' English Language teacher along with four students of grade II as a focused group. Data were generated through observations, semi-structured interviews, document review and a reflective diary maintained by the researcher. The findings revealed that a teacher's belief and perception influenced her choice of assessment strategies and also her practice of reading assessment in the classroom. The teacher believed that assessment led to perfection in the reading skills of young learners. For her, assessment was undertaken to polish the weak areas of children's reading. Once the weak area was identified, children needed rigorous practice of the specific area until they gained mastery in it. Moreover, it was found that the teacher applied multiple assessment strategies to assess the reading skills of her children but she had her own perceptions and purposes for choosing a particular assessment strategy which may or may not be supported by the research and literature on reading and assessment of young learners. Based on the findings, recommendations are made for teachers, teacher educators and early childhood practitioners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01