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Https //Check 1 Student.cese.nsw.gov.au | The Year 1 Phonics Screening Check is a brief evaluation that takes no more than 5-7 minutes and provides classroom instructors with information about their pupils’ development in phonics skills. In order to ensure that interventions and focused instruction may still make a difference, the Phonics Screening Check is intended to be conducted in Year 1, after students have had enough time to build phonic knowledge, but before students have had enough time to develop phonic knowledge.

Https //Check 1 Student.cese.nsw.gov.au

The Phonics Screening Check is a supplement to current educational procedures that are used to assess kids’ progress in acquiring core literacy abilities, such as reading and writing.

This paper contains a summary of the material and statistics from the Phonics Screening Check study, which is scheduled to be completed in 2020.

Https //Check 1 Student.cese.nsw.gov.au

The Phonics Screening Check will be conducted in 2020.

In order to evaluate whether the Phonological Screening Check offered instructors credible diagnostic information on student phonics development in order to better focus assistance for pupils, a randomized controlled experiment was undertaken.

Schools were asked to take part in the experiment by submitting an Expression of Interest form on the website. From August 10 to August 28, 2020, Year 1 instructors in participating schools conducted tests to individual pupils through the internet.

Schools were able to get findings promptly using the assessment app and PLAN2, allowing instructors to quickly move on to using the information to close gaps in student achievement.

Test items were connected to the NSW English K–6 curriculum, the National Literacy Learning Progression, and teaching practices in order to aid teachers in interpreting the findings and implementing them.

In addition, a student evaluation analysis and a summary report of parent input were also provided via the web platform. With the Student Assessment Analysis, instructors were able to track students’ progress against phonic knowledge sub-element indicators, evaluate students’ progress, and identify ‘Areas of Focus’ for focused instruction and skill development.

Https //Check 1 Student.cese.nsw.gov.au

The following were some of the characteristics of the student reports:

  • student replies, together with the teacher’s comments and observations, are summarised in an observation summary.
  • when the learner requires explicit instruction, guided practice, and autonomous practice, an observation diagnosis connected to the learning progressions is made
  • There are also connections to further materials such as teaching techniques and professional learning.


Teachers who answered to questionnaires agreed that the information supplied by the Phonics Screening Check regarding their students’ phonic understanding was useful and had an influence on their classroom practice, with 98.6 percent saying it did. Teachers appreciated that the evaluation gave information on where to focus their instructional efforts in order to assist kids in learning to read more effectively.

It is vital for success to provide a comprehensive bundle of professional development and resources, in addition to the exam. Teachers said that they benefited from the professional development and materials provided to them to help them in administering the assessment, analyzing the findings, and preparing for what to do next in the classroom, according to the survey results.


With the Phonics Screening Check study, researchers established that it is possible to provide diagnostic tests that provide schools with immediate information. It provides highly focused assistance in a short period of time while also reducing administrative complexity.

The department hopes to use the information gathered from the Phonics Screening Check, in conjunction with the Phonological Awareness Diagnostic Assessment and other effective reading resources, to ensure that students who are having difficulty learning to read are identified early and that students who are having difficulty developing foundational literacy skills are identified.

By Nancy

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