A two-stage assessment method for assessing oral language in early childhood.

Autor/inn/en	Humphry, Stephen; Heldsinger, Sandra; Dawkins, Sue
Titel	A two-stage assessment method for assessing oral language in early childhood.
Quelle	In: Australian journal of education, (2017) 2, S.124-140Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2); PDF als Volltext (3) Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944117712777
Schlagwörter	Learning; Reading comprehension; Language disorders; Narratives; Early childhood education; Student writing; Teaching; Verbal communication; Higher education; Classrooms; Research; Linguistics; Grammar; Children & youth
Abstract	Although the teaching of children’s oral language is critical to both their social development and academic success, the assessment of oral language development poses many challenges for classroom teachers. The aim of the study is to develop an approach that: (i) enables teachers to assess oral language in a reliable, valid and comparable manner and (ii) provides information to support targeted teaching of oral language. The first stage of the study applies the method of pairwise comparisons to place exemplars on a scale where locations represent the quality of oral performances. The second stage involves teachers assessing oral narrative performances against the exemplars in conjunction with performance descriptors. The findings indicate that the method provides a valid and reliable way for classroom teachers to assess oral language of students aged approximately four to nine years. The assessment provides teachers with information about students’ oral story-telling ability along with information about the skills that students need to learn next.
Erfasst von	OLC
Update	2022/1/02