An analysis of first year preservice teacher education students' use of literacy support resources in assessment: implications for practice and further research

This paper forms part of a symposium focussing on a collaborative research project undertaken by a team of first year lecturers in the School of Education at James Cook University. The First Year Literacy Initiative (FYLI) is a systematic approach to addressing concerns about preservice teachers’ literacy levels articulated in national and state reviews (Masters, 2009). The preservice teacher education cohort at James Cook University, Cairns is distinctive in that students are more likely to belong to traditionally marginalised groups than the norm (JCU, 2008). As such, they are more likely to be considered 'at risk' in terms of literacy performance. The FYLI pilot study includes five key elements (Adam, 2010, forthcoming): (i) a literacy guide, (ii) diagnostic literacy tests, (iii) formative literacy tests, (iv) a literacy assessment rubric, and (v) literacy support sessions. This particular study examines the implementation of the literacy assessment rubric and the relationship between students' self-identified use of the FYLI literacy guide and literacy performance in the first assessment task of a core first year subject. Data were collected from 130 students via an adapted feedback questionnaire (Race, 2008). Findings suggest that the FYLI approach is consistent with an effective transition pedagogy (Kift, 2009) and has provided valuable insights in responding more effectively to diverse student needs in literacy.

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ATEA 2010 Australian Teacher Education Association Conference

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978-0-9752324-5-3

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