An Online Literacy Assessment (OLA) to support the development of Student Teachers’ Grammar, Spelling and Punctuation

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Students training to be teachers have not only to be competent in writing academically but also to be confident in teaching literacy in their classrooms. Our experience of observing them deliver lessons and marking their written assignments indicates that many students require guidance in developing their own literacy skills. To highlight the importance of literacy and to provide a framework within which they can evaluate their knowledge and focus on their personal areas for development, we devised an online literacy assessment (OLA). This paper presents the content and results of the OLA which was designed to test key weaknesses in our students’ knowledge and understanding: terminology relevant to the teaching of language in the primary school, grammar, spelling and punctuation. The vast majority of students in Initial Teacher Education (ITE)
at the University of Dundee participated with a total sample size of 342. Results indicate that students in years 1 and 2 of the Bachelor of Education course scored significantly lower than students in the other year groups (years 3 and 4 and the one year postgraduate course). Students were found to have difficulty with recognition of clauses, nouns, verbs, adjectives, adverbs, subjects and objects of sentences. Difficulties in punctuation were found in relation to apostrophes, commas, semi-colons, colons and common and proper nouns. Implications for HEs in the context of literacy and use of OLA will be discussed.
Original languageEnglish
Title of host publicationProceedings of the Scottish Educational Research Association (SERA) Annual Conference 2011
Pages51
Number of pages1
Publication statusPublished - 2011
EventScottish Educational Research Association (SERA) Annual Conference 2011: Educational Research in an Age of Austerity - Stirling Highland Hotel, Stirling, United Kingdom
Duration: 24 Nov 201125 Nov 2011
http://www.sera.ac.uk/documents/2011/SERA%20Call%20for%20Papers%202011.pdf (Link to conference information)

Conference

ConferenceScottish Educational Research Association (SERA) Annual Conference 2011
Abbreviated titleSERA 2011
CountryUnited Kingdom
CityStirling
Period24/11/1125/11/11
Internet address

Fingerprint

student teacher
grammar
literacy
student
course of education
bachelor
Teaching
teacher
technical language
primary school
classroom
language
education
experience
Group

Cite this

McLennan, C., & Buckman, S. (2011). An Online Literacy Assessment (OLA) to support the development of Student Teachers’ Grammar, Spelling and Punctuation. In Proceedings of the Scottish Educational Research Association (SERA) Annual Conference 2011 (pp. 51). [S6]
McLennan, Carolyn ; Buckman, Susan. / An Online Literacy Assessment (OLA) to support the development of Student Teachers’ Grammar, Spelling and Punctuation. Proceedings of the Scottish Educational Research Association (SERA) Annual Conference 2011. 2011. pp. 51
@inproceedings{8002a32864ba40d68f33df890872c82e,
title = "An Online Literacy Assessment (OLA) to support the development of Student Teachers’ Grammar, Spelling and Punctuation",
abstract = "Students training to be teachers have not only to be competent in writing academically but also to be confident in teaching literacy in their classrooms. Our experience of observing them deliver lessons and marking their written assignments indicates that many students require guidance in developing their own literacy skills. To highlight the importance of literacy and to provide a framework within which they can evaluate their knowledge and focus on their personal areas for development, we devised an online literacy assessment (OLA). This paper presents the content and results of the OLA which was designed to test key weaknesses in our students’ knowledge and understanding: terminology relevant to the teaching of language in the primary school, grammar, spelling and punctuation. The vast majority of students in Initial Teacher Education (ITE)at the University of Dundee participated with a total sample size of 342. Results indicate that students in years 1 and 2 of the Bachelor of Education course scored significantly lower than students in the other year groups (years 3 and 4 and the one year postgraduate course). Students were found to have difficulty with recognition of clauses, nouns, verbs, adjectives, adverbs, subjects and objects of sentences. Difficulties in punctuation were found in relation to apostrophes, commas, semi-colons, colons and common and proper nouns. Implications for HEs in the context of literacy and use of OLA will be discussed.",
author = "Carolyn McLennan and Susan Buckman",
note = "Symposium 6: Researching the Effectiveness of Creative Approaches in Education",
year = "2011",
language = "English",
pages = "51",
booktitle = "Proceedings of the Scottish Educational Research Association (SERA) Annual Conference 2011",

}

McLennan, C & Buckman, S 2011, An Online Literacy Assessment (OLA) to support the development of Student Teachers’ Grammar, Spelling and Punctuation. in Proceedings of the Scottish Educational Research Association (SERA) Annual Conference 2011., S6, pp. 51, Scottish Educational Research Association (SERA) Annual Conference 2011, Stirling, United Kingdom, 24/11/11.

An Online Literacy Assessment (OLA) to support the development of Student Teachers’ Grammar, Spelling and Punctuation. / McLennan, Carolyn; Buckman, Susan.

Proceedings of the Scottish Educational Research Association (SERA) Annual Conference 2011. 2011. p. 51 S6.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

TY - GEN

T1 - An Online Literacy Assessment (OLA) to support the development of Student Teachers’ Grammar, Spelling and Punctuation

AU - McLennan, Carolyn

AU - Buckman, Susan

N1 - Symposium 6: Researching the Effectiveness of Creative Approaches in Education

PY - 2011

Y1 - 2011

N2 - Students training to be teachers have not only to be competent in writing academically but also to be confident in teaching literacy in their classrooms. Our experience of observing them deliver lessons and marking their written assignments indicates that many students require guidance in developing their own literacy skills. To highlight the importance of literacy and to provide a framework within which they can evaluate their knowledge and focus on their personal areas for development, we devised an online literacy assessment (OLA). This paper presents the content and results of the OLA which was designed to test key weaknesses in our students’ knowledge and understanding: terminology relevant to the teaching of language in the primary school, grammar, spelling and punctuation. The vast majority of students in Initial Teacher Education (ITE)at the University of Dundee participated with a total sample size of 342. Results indicate that students in years 1 and 2 of the Bachelor of Education course scored significantly lower than students in the other year groups (years 3 and 4 and the one year postgraduate course). Students were found to have difficulty with recognition of clauses, nouns, verbs, adjectives, adverbs, subjects and objects of sentences. Difficulties in punctuation were found in relation to apostrophes, commas, semi-colons, colons and common and proper nouns. Implications for HEs in the context of literacy and use of OLA will be discussed.

AB - Students training to be teachers have not only to be competent in writing academically but also to be confident in teaching literacy in their classrooms. Our experience of observing them deliver lessons and marking their written assignments indicates that many students require guidance in developing their own literacy skills. To highlight the importance of literacy and to provide a framework within which they can evaluate their knowledge and focus on their personal areas for development, we devised an online literacy assessment (OLA). This paper presents the content and results of the OLA which was designed to test key weaknesses in our students’ knowledge and understanding: terminology relevant to the teaching of language in the primary school, grammar, spelling and punctuation. The vast majority of students in Initial Teacher Education (ITE)at the University of Dundee participated with a total sample size of 342. Results indicate that students in years 1 and 2 of the Bachelor of Education course scored significantly lower than students in the other year groups (years 3 and 4 and the one year postgraduate course). Students were found to have difficulty with recognition of clauses, nouns, verbs, adjectives, adverbs, subjects and objects of sentences. Difficulties in punctuation were found in relation to apostrophes, commas, semi-colons, colons and common and proper nouns. Implications for HEs in the context of literacy and use of OLA will be discussed.

UR - http://www.sera.ac.uk/documents/2011/Conference_booklet_2011_Revised_version_16_November_2011.pdf

M3 - Conference contribution

SP - 51

BT - Proceedings of the Scottish Educational Research Association (SERA) Annual Conference 2011

ER -

McLennan C, Buckman S. An Online Literacy Assessment (OLA) to support the development of Student Teachers’ Grammar, Spelling and Punctuation. In Proceedings of the Scottish Educational Research Association (SERA) Annual Conference 2011. 2011. p. 51. S6