The Consistency of Baseline Assessment Schemes as Measures of Early Literacy

Autor/inn/en	Lindsay, Geoff; Martineau, Emma; Lewis, Ann
Titel	The Consistency of Baseline Assessment Schemes as Measures of Early Literacy
Quelle	In: Journal of Research in Reading, 27 (2004) 2, S.118-131 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/j.1467-9817.2004.00220.x
Schlagwörter	Foreign Countries; Writing Ability; Emergent Literacy; Elementary School Students; Preschool Children; Accreditation (Institutions); Primary Education; Evaluation Methods; Educational Assessment + Suchen Sie Ihr Suchwort? Ausland; Schreibkompetenz; Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Primarbereich; Education; assessment; Bewertungssystem
Abstract	Ninety-one baseline assessment schemes were approved by the Qualifications and Curriculum Authority for use by schools for the assessment of all children in England in their first seven weeks in school (age 4 to 5 years). Analysis of the content of a sample of 42 of the schemes (comprising all the schemes supplied in full to the researchers) showed considerable variation both in the level of ability demanded and of the content. This paper examines the range and balance of content across baseline assessment schemes with particular reference to literacy, and particularly writing ability. The implications of the variability demonstrated are considered with reference to the purposes of baseline assessment and to political decisions regarding changes from a system of accreditation of 91 schemes at school entry to a single national scheme at the end of the foundation stage scheme implemented in England from 2003. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10