Teachers of year 0/1 students in English-medium schools in New Zealand (1896 schools) were invited to participate in a survey focussed on assessment of new entrant children’s oral language and emergent literacy skills, with an estimated 21% response rate (N = 745). Teachers indicated using a variety of methods for assessing children’s skills at school entry, from standardised measures to informal teacher judgements. In response to open-ended questions several dominant themes were identified: (a) concerns regarding the skill development of many new entrants; (b) a desire for tools to assess oral language and phonological awareness; (c) preferences for tools that were current, efficient, user-friendly and appropriate for use with young children in New Zealand; (d) the need for more time outside the classroom for assessment and reflection on assessment results; and (e) interest in professional learning and development, and teaching resources to support oral language competencies.

中文翻译：

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新西兰教师如何评估孩子入学时的口语和读写能力？

新西兰英语中等学校（1896 所学校）的 0/1 年级学生的教师受邀参与一项调查，重点评估新入学儿童的口语和新兴读写技能，估计有 21% 的回应率（N =第 745 章 教师表示使用各种方法来评估儿童入学时的技能，从标准化措施到非正式的教师判断。在回答开放式问题时，确定了几个主要主题：(a) 对许多新进入者的技能发展的担忧；(b) 对评估口语和语音意识的工具的渴望；(c) 偏好当前、高效、用户友好且适合新西兰幼儿使用的工具；(d) 需要更多的课外时间进行评估和反思评估结果；(e) 对专业学习和发展的兴趣，以及支持口语能力的教学资源。