Types of Assessments Used By First Grade Teachers In A Whole Language Reading and Language Arts Program

Abstract

First grade teachers' assessment and evaluation of their students in a reading and holistic language arts classroom was examined. A survey was designed based on current literature and research concerning the teaching of whole language and literature text instruction. This survey also included questions that dealt with the components of assessment and evaluation techniques. This survey was administrated to a group of first grade teachers in thirteen selected schools in a northern mid-western site. The results indicated that teachers were implementing holistic instruction or literature text instructional principles in their classrooms. Furthermore, teachers were choosing and using numerous strategies to assess and evaluate their students in the reading and writing process. This study did, however, raise the issue that teachers are using traditional grades as a final measurement of each student's progress.