Start Date
25-8-2022 12:30 PM
End Date
25-8-2022 1:30 PM
Subjects
Disadvantaged, Language acquisition, Literacy education, Oral language, Formative evaluation, Measures, Preschool primary transition
Abstract
With one in five Australian children starting school developmentally vulnerable, there is a need in this critical period for visibility over children’s oral language and early literacy development. The Australian Literacy and Numeracy Foundation (ALNF) partnered with a Northern Territory primary school to implement the Early Language and Literacy Development Index (ELLDI), a newly-created valid and reliable assessment which places children on a progression scale for oral language and early literacy development and provides meaningful, accessible recommendations for educational practice. Twenty-three children in the school’s transition cohort were measured using the ELLDI at the beginning and end of the school year. Educators’ capacity to interpret children’s ELLDI Feedback (assessment results) was built during regular online co-planning sessions, driving adaptations to pedagogical approaches to best suit each child’s need. Significant growth from pre-test to post-test was observed for children in the case study group. Additional changes were also observed at the educator, school, and community level as a result of the school’s use of the ELLDI to inform planning and practice. The ELLDI, when linked to pedagogical approaches, provides a catalyst for systemic change which can then change children’s educational trajectories.
Recommended Citation
Groom, S., Mendel, M-R., Brace, E., & Pryor, P. (2022, August 22–25). Evidence-informed early language and literacy practice: Implementation of a new formative assessment for early language and literacy development. ACER Research Conference 2022: Reimagining assessment. Australian Council for Educational Research. https://doi.org/10.37517/978-1-74286-685-7-11
Copyright Statement
Copyright Australian Council for Educational Research 2022
Place of Publication
Melbourne, Australia
Publisher
Australian Council for Educational Research (ACER)
ISBN
978-1-74286-685-7
DOI
https://doi.org/10.37517/978-1-74286-685-7-11
Geographic Subject
Northern Territory
Included in
Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Language and Literacy Education Commons
Evidence-informed early language and literacy practice: Implementation of a new formative assessment for early language and literacy development
With one in five Australian children starting school developmentally vulnerable, there is a need in this critical period for visibility over children’s oral language and early literacy development. The Australian Literacy and Numeracy Foundation (ALNF) partnered with a Northern Territory primary school to implement the Early Language and Literacy Development Index (ELLDI), a newly-created valid and reliable assessment which places children on a progression scale for oral language and early literacy development and provides meaningful, accessible recommendations for educational practice. Twenty-three children in the school’s transition cohort were measured using the ELLDI at the beginning and end of the school year. Educators’ capacity to interpret children’s ELLDI Feedback (assessment results) was built during regular online co-planning sessions, driving adaptations to pedagogical approaches to best suit each child’s need. Significant growth from pre-test to post-test was observed for children in the case study group. Additional changes were also observed at the educator, school, and community level as a result of the school’s use of the ELLDI to inform planning and practice. The ELLDI, when linked to pedagogical approaches, provides a catalyst for systemic change which can then change children’s educational trajectories.