Assessing Reading and Spelling Abilities from Three Different Angles – Correlations between Test Scores, Teachers’ Assessment and Children's Self-assessments in L1 and L2 Children

Abstract

Aside from by standardized tests, students’ reading (decoding, reading comprehension) and spelling abilities can also be assessed by teachers or by self-assessment. This study investigated the correlations of these three types of assessment, taking children's L1 into account. Analyses revealed that, for L1 (n=317) and L2 (n=247) children, teachers’ assessments moderately correlate with test results and do not differentiate well between the abilities. Children's self-assessments showed lower correlations. Additionally, comparing L1 to L2 children, lower correlations were shown when L2 children assessed their decoding. Further analyses revealed that L2 children tend to overestimate their abilities. Results were discussed in the light of the importance of correct and distinct teacher judgements to provide individual support.