Lindsay, Geoff, Martineau, Emma and Lewis, Ann. (2004) The consistency of baseline assessment schemes as measures of early literacy. Journal of Research in Reading, Volume 27 (Number 2). pp. 118-131. ISSN 0141-0423

Full text not available from this repository.

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.

Item Type:	Journal Article
Subjects:	L Education L Education > LB Theory and practice of education
Divisions:	Faculty of Social Sciences > Centre for Educational Development, Appraisal and Research (CEDAR)
Journal or Publication Title:	Journal of Research in Reading
Publisher:	Wiley-Blackwell Publishing Ltd.
ISSN:	0141-0423
Official Date:	May 2004
Dates:	Date Event May 2004 Published
Volume:	Volume 27
Number:	Number 2
Number of Pages:	14
Page Range:	pp. 118-131
Identification Number:	10.1111/j.1467-9817.2004.00220.x
Status:	Peer Reviewed
Publication Status:	Published
Access rights to Published version:	Restricted or Subscription Access
URI:	http://wrap.warwick.ac.uk/id/eprint/8379

Data sourced from Thomson Reuters' Web of Knowledge

Request changes or add full text files to a record

Actions (login required)

View Item