Evaluation of Phonics Content in PTB Primary Grade Text Books and Assessment Schemes: Scope for Technology-Enhanced Language Learning (TELL) and Assessment Tools

Abstract

This research aims to evaluate the phonics content in primary level textbooks by Punjab textbook board and the assessment schemes from the perspectives of their strengths and weak aspects for teaching and assessing phonics as an oral skill. The scope for the technology-enhanced learning and assessing tools is also highlighted as a supporting tool for phonics teaching in government school system for the leaners and teachers simultaneously. Following a qualitative approach, the methodology of document analysis was adopted to carry out the evaluation through researcher made checklists. The English textbooks taught from KG-Grade V were surveyed thoroughly to investigate the phonics related activities given in each unit of book; the formative and summative assessment schemes were also probed into to explore the synchronization between teaching and assessment material. The findings realized a serious discrepancy that phonics content in the textbooks despite being relevant and appropriate could be potentially exploited to be taught through alphabetic method in case of not supported with some audio-visual material. Assessment schemes related to phonics skill of primary grade learners also assessed it mostly through written exercises that can have serious impact on the teaching practices and methodology of teachers as they may tend to make the learners cram the phonics concepts instead of uttering the sounds and develop the sound-letter association. On the basis of these findings, recommendations are made to use technology-enhanced tools for phonics teaching at primary level as supporting materials and assessing it as an oral skill.