How do we know what we know? Understanding Literacy Achievement in Action.

Fehring, H 2006, 'How do we know what we know? Understanding Literacy Achievement in Action.', Practically Primary, vol. 11, no. 2, pp. 4-11.


Document type: Journal Article
Collection: Journal Articles

Title How do we know what we know? Understanding Literacy Achievement in Action.
Author(s) Fehring, H
Year 2006
Journal name Practically Primary
Volume number 11
Issue number 2
Start page 4
End page 11
Total pages 8
Publisher Australian Literacy Educators' Association
Abstract How do we know what we know? How do teachers know that students' literacy abilities are improving? How do they know that students have the literacy skills to deal with the demands of the Information Age of the 21st century? Such questions constantly challenge educators. The High Stakes System Assessment uses the scientific model of knowing. 'If you can see it, if you can touch it or if you can measure it, you know'. According to this model, a student's knowledge of phonics has improved if the score on a phonics test is greater the second time the child is tested. The scientific view of assessment holds that a student's literacy has improved if the number of isolated individual words read on a word recognition test has increased on the second and third administration of the test. The reality of literacy assessment in classrooms and schools around Australia is much more sophisticated than the so-called scientific objective model described above. Teachers in the 21st century use a range of multidimensional, multimodal techniques and superior professional judgment strategies to assess their students' literacy abilities. They use accumulated knowledge of professional experiences of observing students, moderation with colleagues, student projects involving multimedia interactions, context specific tests, integration of oral presentations and written products, as well as multiple activities involving silent and oral reading in formal and informal context. What is more, teachers have adapted to the Information Age in which their students are living by rethinking their assessment techniques.
Subject English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
Keyword(s) literacy
ISSN 1324-5961
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