Teacher assessment literacy: a review of international standards and measures
MetadataShow full item record
Assessment literacy is a core professional requirement across educational systems. Hence, measuring and supporting teachers’ assessment literacy have been a primary focus over the past two decades. At present, there are a multitude of assessment standards across the world and numerous assessment literacy measures that represent different conceptions of assessment literacy. The purpose of this research is to (a) analyze assessment literacy standards from five English-speaking countries (i.e., Australia, Canada, New Zealand, UK, and USA) plus mainland Europe to understand shifts in the assessment landscape over time and across regions and (b) analyze prominent assessment literacy measures developed after 1990. Through a thematic analysis of 15 assessment standards and an examination of eight assessment literacy measures, results indicate noticeable shifts in standards over time yet the majority of measures continue to be based on early conceptions of assessment literacy. Results also serve to define the multiple dimensions of assessment literacy and yield important recommendations for measuring teacher assessment literacy.
URI for this recordhttp://hdl.handle.net/1974/26421
Request an alternative formatIf you require this document in an alternate, accessible format, please contact the Queen's Adaptive Technology Centre
Showing items related by title, author, creator and subject.
Toward an Assessment of the Sustainability of Water Governance in Israel Using an Integrative Sustainability Assessment Approach Goldberg, Rebecca Heidi (2013-10-14)Water governance is a key policy issue for Israel primarily due to scarcity of water in the Country and broader regional environmental, economic, political and social challenges. In recent years a concerted effort to ...
Redesigning Assessment: the Design and Implementation of a Rubric-Based Assessment System to Improve Engineering Design Education Woodhall, Thomas (2008-09-27)Engineering education serves to provide society with competent engineering graduates, capable of making a difference to their profession and the world around them. Since the Grinter Report of the 1950s in the United States, ...
Catch-22: Assessing Ontario's Proposed Formative Assessment Policy Within Ontario's Student Achievement Framework Foley, Mike (2010-01-28)This paper examines the efficacy of Ontario’s proposed formative assessment policy in the context of Ontario’s student achievement framework which is founded upon large scale assessments for accountability. This paper ...