Teacher evaluation of the Fable literacy application in the Indian context
Bibliographic Data
| ID | 21744082 |
|---|---|
| Authors | Sunaina Shenoy (0000-0002-6450-4676, University of New Mexico, corresponding author), Radhika Misquitta (0000-0002-2358-1392, The Gateway School of Mumbai) |
| Year | 2025 |
| Volume | 57 |
| Issue | 4 |
| Pages | 754-765 |
| Publication date | 2025-07-04 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Research on Technology in Education (JOURNAL) |
| Journal identifiers | ISSN: 1539-1523 • E-ISSN: 1945-0818 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15391523.2024.2312279 |
| OpenAlex | W4391470497 |
| Language | EN |
| References cited | 25 |
Fluency Assessment for Benchmarking in Literacy education (FABLe) is the first curriculum-based measurement (CBM) application being developed for the Indian context. It is designed for use in elementary grades, but has presently been validated for Grade 3 only. As a precursor to developing more measures and validating it across grade levels, the purpose of the current study is to assess the implementation of the application in a school environment and evaluate the efficacy of teachers’ use of the application in their classrooms. Our data sources included a survey and rating scale to collect demographic information and teachers’ feedback on the application; and focus groups to get a more detailed understanding of the efficacy of the application. Our sample included 15 teachers from four participating schools, representing low, middle and high-cost private schools. Our findings revealed that: (a) the application was easy to use and appropriate for their context; (b) data received through the application was helpful in progress-monitoring and instructional planning, and (c) FABLe was rated favorably to previous paper-pencil US-based CBM measures they had employed. Implications for reading assessment and practice in the Indian context will be discussed
Art · Fable · Literacy · Literature · Mathematics education · Pedagogy · Computer Science · History · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning · Second Language Learning and Teaching
Curriculum-Based Measurement
Developmental dyslexia
Thematic analysis of qualitative data
Establishing preliminary reading fluency benchmarks for Grade 3 students in India
Development and standardization of the Dali-DAB (dyslexia assessment for languages of India – dyslexia assessment battery)
Insight Into Evaluation Practice
Does teaching quality matter? Students learning outcome related to teaching quality in public and private primary schools in India
Using thematic analysis in psychology
| Highly cited | No |
|---|