The assessment practices of emergent and beginning literacy mentors: A basis for an assessment design in literacy

Date of Publication


Document Type


Degree Name

Doctor of Philosophy in Applied Linguistics


Br. Andrew Gonzalez FSC College of Education


Dept of English and Applied Linguistics

Thesis Adviser

Mila J. Arias


This study investigated the literacy mentors assessment practices in reading which serve as base for suggesting a model for formative and summative assessment. This study, specifically, asked about the assessment and literacy beliefs of mentors and the methods and formats used in summative and formative assessments. Using a questionnaire, 150 literacy mentors from private and public schools were surveyed on their assessment and literacy beliefs and practices. To provide support to their responses in the questionnaire, an interview was conducted. Also, samples of their summative and formative assessment tools were analysed. The mentors used a variety of discrete point methods for formative and summative assessment. The concepts assessed were focused on the five reading components: phonemic awareness, phonics, fluency, vocabulary and comprehension. The findings led to the following conclusions: the literacy mentors are clear about their views on assessment and literacy teacher-made and expert-made tools are both used for formative and summative assessment a variety of learning resources are evident in the assessment and multiple ways of administering the assessment tool are employed. The study recommends for a research on assessment beliefs to determine perspectives and how these can be presented in the classroom. Overall, this study recommends to help mentors develop a dynamic and synergetic assessment practices.

Abstract Format






Accession Number


Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

1 computer optical leaves ; 4 3/4 in.

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