Literacy Assessment Project
The project was initiated in 2004 by the Catholic Education Office Melbourne in partnership with the University of Melbourne. Its inception was in response to the needs of primary schools for advice regarding clear reading and writing assessment beyond that established for Years P–2. The goals of the project were to:
- assist schools to use effective mainstream assessment practices that inform instruction by identifying students' reading ability and thus point of readiness to learn;
- assist schools to use more effective, focused teaching and ongoing monitoring strategies; and
- develop suitable support materials for and/or advice about mainstream reading assessments.
Literacy assessments were undertaken within the project twice each year from 2004 - 2015, providing a database of equated tests, and individual student data for schools to use for targeted teaching. The project relied heavily on Professional Learning Teams (PLTs) of literacy coordinators who have worked to investigate and extend their knowledge of teaching strategies for students at different reading and comprehension levels. Analyses of the data were used to develop and inform a common Progression of Reading Development upon which individual student progress could be plotted. This project formed the basis for the Assessment and Learning Partnerships project. The University of Melbourne and the Catholic Education Office Melbourne also collaborated to develop the Specialist Certificate in Literacy Leadership, Postgraduate Certificate in Literacy Leadership and Master in Literacy Education, designed specifically for literacy leaders in Catholic schools.
Building Literacy Assessment Capability
In 2015 the Assessment Research Centre conducted an extension activity for the Catholic Education Office, Melbourne, focusing on building literacy assessment capability. This project considered different forms of classroom assessment, how these can be linked to the Progression of Reading Development, and how teachers can use the information to target their teaching. A number of workshops were held across the year led by A/Prof Esther Care, Judy Crigan and the CEOM Literacy Team.
E. Care, J. Crigan, P. Robertson, P.Griffin
Gamboa-Lavados, I. (2007). Identification and description of teaching practices that enhance the reading outcomes of Year 3 and Year 4 students.
Noronha, F. (2007). Building Literacy 3 to 4: Investigating effective literacy teaching strategies for Years 3 and 4 students in Catholic primary schools.
V, Y. (2007). The effects of teacher knowledge and application of effective literacy strategies for readers.
Catholic Education Office, Melbourne, Victoria
Crigan, J., & Care, E. (2015). Literacy Assessment Project 2015. Report submitted to Catholic Education Melbourne.
Griffin, P., Care, E., & Robertson, P. (2015). CEOM LAP Report 2014. Report submitted to the Catholic Education Office Melbourne.
Griffin, P., Care, E., & Robertson, P. (2014). CEOM LAP Report 2013. Report submitted to the Catholic Education Office Melbourne.
Griffin, P., Care, E., & Robertson, P. (2013). CEOM LAP Report 2012. Report submitted to the Catholic Education Office Melbourne.
Robertson, P. (2013). Measuring the Development of Professional Learning Teams. International Conference on Thinking, 21-25 January 2013. Wellington, New Zealand.
Griffin, P., Care, E., & Robertson, P. (2012). CEOM LAP Report 2011. Report submitted to the Catholic Education Office Melbourne.
Griffin, P., Care, E., & Pettigrew, J. (2011). Literacy Assessment Project: 2010 report. Report submitted to Catholic Education Office Melbourne.Griffin, P., Care, E. & Pettigrew, J. (2010). Literacy Assessment Project: 2009 Report. Report submitted to Catholic Education Office Melbourne.
Griffin, P., Murray, L., Care, E., Thomas, A., Perri, P. (2010). Developmental Assessment: Lifting literacy through Professional Learning Teams. Assessment in Education: Principles, Policy & Practice, 17(4), 383-397.
Griffin, P. (2006). Innovation In The Classroom. EQ Australia. Summer 2006: 6-7.
Griffin P., Nichols G., Murray L., Vogl A., Barling J. (2006). Effective Use of Assessment to improve Meaning Making in Years 3 and 4 students. Learning Matters. 11 (2): 58-61.