Earticle

초록

영어

In this paper, the importance of formative assessment for monitoring the progress of ESL(English As a Second Language)/EFL(English As a Foreign Language) students in the area of early literacy and reading skills was discussed. It is important to point out that data from General Outcome Measures such as DIBELS(Dynamic Measurement Early Literacy Skills) and the PELI(Preschool Early Literacy Indicators) should never be used alone but always in conjunction with other assessment and/or observational data that an educator has when making educational decisions for students. In addition, the powerful predictive validity of the measures does not mean that their content should become the sole components of our ESL/EFL instruction. Each DIBELS/PELI measure is an indicator and represents a broader sequence of skills to be taught. The measures are designed to be brief so that teaching doesn’t have to be. The thoughtful utilization of formative assessment data can help teachers to make reliable and valid decisions about which students may need additional instructional support and to provide the assistance necessary to help all ESL/EFL students to achieve proficiency in speaking and reading in English.

목차

Abstract
 1. Introduction
 2. Theoretical Background
  2.1. Formative Assessment and General Outcome Measures
  2.2. GOMS of Literacy/Early Literacy
  2.3. Benchmark Goals and Cut Points for Risk
 3. Progress Monitoring Procedures
  3.1. Selecting Students and DIBELS Next Materials
  3.2. Setting Goals and Determining the Frequency
  3.3. Conducting Progress Monitoring Assessment
  3.4. Data Management, Reporting and Evaluating Progress
 4. Using the Measures
 5. Summary and Conclusion
 References

저자

• Ruth A. Kaminski [ University of Oregon ] First author
• Kiljoo Woo [ Busan National University of Education ] Corresponding author

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