Different Ways of Assessing the Recognition of Chinese Characters in Preschools: A Phenomenographic Analysis
Author: Ho-Cheong Lam (Department of Early Childhood Education, The Hong Kong Institute of Education)
Vol.&No.：Vol. 59, No. 2
Date：September 2014
Pages：105-134
DOI：10.6210/JNTNULL.2014.59(2).05
Abstract：
This study drew on phenomenography to investigate how Hong Kong preschool teachers assess children's recognition of Chinese characters. The different assessment methods that teachers designed and implemented in preschools were collected and thoroughly analyzed. Five critical features of the assessment methods were identified: 1. The aim of the assessment methods must be established according to the notion of the recognition of characters (i.e., from forms to sounds or meanings); 2. an appropriate number of general or specific characters should be used as the assessment content; 3. cues that children can rely on to guess the characters should be avoided when the characters are displayed; 4. the effect of the options other than the correct answers on the assessment expectation of the children's performance should be considered.; and 5. performance criteria that children must meet should be clearly specified. This study endeavored to identify the different assessment methods that teachers actually use. These identified assessment methods can be developed into useful materials for teacher professional development.
Keywords：Hong Kong, Phenomenography, recognition of Chinese characters, preschool education, assessment of Chinese characters
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