Date of Award
8-2026
Access Control
Open Access
Degree Name
Master of Science in Education (MSEd)
Department
Education
Advisor
Dr. B. Joyce Stallworth
Abstract
This action research study explored how Kindergarten educators assess foundational literacy skills, identify learning gaps, and use assessment data to inform instruction in two international schools in Brazil, where English is the primary language of instruction and most students are second-language learners. Using a qualitative design, data were collected from seven Kindergarten educators through questionnaires, semi-structured interviews, and assessment samples. Data were analyzed using descriptive summaries and thematic analysis to identify patterns across participants' responses. The findings revealed that educators rely on a combination of standardized assessments, teacher-created tools, and ongoing classroom observation to evaluate foundational literacy skills, particularly phonological awareness, decoding, letter-sound knowledge, and early writing. Observation emerged as a central component of assessment, allowing teachers to identify learning gaps through patterns of student performance over time rather than isolated assessment results. Participants also described adapting assessments for second-language learners and reported challenges distinguishing language proficiency from literacy difficulties. Assessment data informed differentiated instruction through small-group teaching, reteaching, scaffolding, and ongoing instructional adjustments. Overall, assessment was viewed as an integrated and continuous part of teaching rather than a separate activity. The study highlights the importance of combining multiple assessment approaches to develop a comprehensive understanding of student learning while identifying the need for more structured assessment practices and assessment tools designed for multilingual educational contexts. These findings contribute to current discussions on early literacy assessment and provide practical insights for educators working in international school settings in Brazil.
Recommended Citation
Casagrande, Giselle B., "An Action Research Study of Kindergarten Educators’ Literacy Assessment Practices in International Schools in Brazil" (2026). Multidisciplinary Studies Theses. 21.
https://digitalcommons.buffalostate.edu/multistudies_theses/21
