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Exploring Classroom Based Assessment Strategies to Assess Reading Skills of Young Learners

Thesis Info

Author

Daewani, Shaheena Sadruddin

Department

Institute for Educational Development, Karachi

Program

MEd

Institute

Aga Khan University

Institute Type

Private

City

Karachi

Province

Sindh

Country

Pakistan

Thesis Completing Year

2012

Thesis Completion Status

Completed

Subject

Education

Language

English

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676727906869

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Teaching reading in the early years is highly emphasised especially in an EFL context like Pakistan; however, its assessment is often neglected. The current study is based on the concept that assessment is an integral part of the teaching and learning process and it should facilitate the child’s learning. The purpose of this study is to explore classroom-based assessment strategies to assess the reading skills of young children. To serve the purpose of the study, a Collaborative Action Research approach was employed, in which the researcher worked in collaboration with the teacher to apply reading assessment strategies in the classroom. The study comprised three phases starting from the pre-intervention in which the existing assessment practices were explored, then the intervention phase where different strategies were applied and last was the post- intervention phase in which the teacher assessed the children independently. As a research participant, one English teacher who had at least three years of experience of teaching young children was selected along with four students of 6-7 years as a focused group. The findings of the study confirmed that the assessment strategies ‘observation and retelling stories’ have the potential to assess the reading skills of young children, especially their understanding of reading as a meaning-making process. It was also revealed that these assessment strategies allowed the teacher to monitor students’ progress as well as guide her own teaching practice. Moreover, classroom-based assessment was found to be promising in providing a teacher a rich picture of children’s reading development by gathering and interpreting the assessment information. However, a teacher’s own education of assessment and time pressure hindered the implementation of classroom-based assessment. It is recommended that classroom-based assessment must be included as a part of teacher development programmes so that students’ learning could be supported during the course of the teaching learning process through effective use of assessment.
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کیا مری ذات کیا مری اوقات


کیا مری ذات ، کیا مری اوقات
میں کہوں نعت؟ کیا مری اوقات

یہ مرا منہ بہت ہی چھوٹا ہے
ہے بڑی بات ، کیا مری اوقات

ایک وہؐ ذاتِ ارفع و اعلیٰؐ
اِک میں کم ذات ، کیا مری اوقات

طائرِ سدرہ کی رسائی بھی
کھا گئی مات ، کیا مری اوقات

نسبتِ مصطفیؐ کرے کندن
ورنہ کچ دھات ؛ کیا مری اوقات

مدحِ ممدوحِؐ یزداں ہے اور عرفانؔ
آخری بات ، کیا مری اوقات

نمطية الخطاب العقائدي: التوحيد أنموذجا

يعد التوحيد سلطاناً على القلوب والنفوس ولا يكاد يدانيه في سلطانه وتأثيره شيء اخر الذي يجعل النفس الانسانية رقيباً على سلوك صاحبها، فان التوحيد هو أساس دعوة الأنبياء -عليهم السلام - التي انطلقوا منها في الدعوة إلى عبادة الله وتوحيده، فان الاعتقاد بهذا الاصل هو على رأس جميع الاعتقادات، ونجد حوارات جميع الانبياء بالدعوة إلى التوحيد امتازت بالوضوح وبالأسلوب المناسب لعقول المدعوين، وبالدلائل الواقعية، وسلاحهم في ذلك هو الكلمة التي تعبر عن الفكرة المأخوذة من واقعهم، المقرونة بإيقاظ الخوالج والوجدان التي عبر عنها الانبياء فكانت النبوات التي قادت هذا الإنسان ووجهته نحو التوحيد الذي به خلاص الفرد من كل ما يؤدي به إلى الصراع الداخلي ، والصراع الخارجي مع غيره، والمنقذ له من الحيرة والقلق، ولنقلهم من واقع لم يحقق إنسانيتهم إلى واقع يرفعهم إلى مستوى الإنسانية.

Possibilities and Practicalities of Enriching the Class 5 English Curriculum

This study examines how the English curriculum of Class 5 is enriched in a Junior primary section of a private school in Karachi Pakistan. The top - down approach requires teachers to follow the National Curriculum as it is, particularly, in Government schools. Most teachers in the Government context have not seen it physically. Hence, teaching in the perspective of those teachers may be to make students cram outdated factual information and remain within the boundaries of “textbook”, which is often mixed up with the curriculum. Little authority is given to teachers to take it further to enhance the learning of the students. On the other hand, few private schools have embarked upon the process of “curriculum enrichment”, because the existing National Curriculum appears to have failed to meet the varying needs and demands of students, and their voices are often unheard with respect to their interests. Moreover, societal and technological changes taking place locally and globally demand that our National Curriculum's scope becomes wider and in depth, bringing diversity and richness in it in order to be able to face the future challenges. Qualitative case study design, studying two classrooms, was used to construct the picture of the participants' understanding about the main research and subsidiary questions. Data were collected through the enriched English curriculum of Class 5 of the school where I conducted this research. The research participants' lesson observations, structured and unstructured interviews of the research participants, interviews of the Vice Principal, the Coordinator and the students, and attending the Coordination Meeting where teachers' and students' concerns and enrichment activities developed by the English teachers are discussed. Analysis of the data revealed that the school is enriching the English curriculum of Class 5 through various strategies, for example, material, organizational, pedagogical, paradigmatic, relational and students' ideas and experiences. The school Management fully supports English teachers in the curriculum enrichment. The teachers welcome students' contributions who have the potential to enhance the curriculum. On the other hand, the English teachers need to develop further understanding about the curriculum and its enhancement so that they could effectively achieve the objectives for curriculum enrichment. Moreover, critical inquiry, in terms of specific enrichment activities and supplementary books, is also needed. Based on these findings, the importance and the recommendations of the study in terms of the teachers' and my own practice, and literature on the perspectives of different stakeholders about curriculum