Developing Teachers Assessment Literacy
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Developing Teachers Assessment Literacy
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Author : Kim Koh
language : en
Publisher: BRILL
Release Date : 2019-07-29
Developing Teachers Assessment Literacy written by Kim Koh and has been published by BRILL this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019-07-29 with Education categories.
Since the turn of the 21st century, developing teachers’ assessment literacy has been recognized as one of the key levers for improving instructional practice and student learning in light of the education reforms worldwide. A substantial body of literature is focused on teachers’ assessment literacy or teachers’ capacity in assessment, and teachers’ continuing professional development in assessment. As we approach the third decade of the 21st century, developing teachers’ assessment literacy needs to be more responsive to the need of both preservice and inservice teachers who come from linguistically and culturally diverse backgrounds. The authors concur that both preservice and inservice teachers in today’s complex educational contexts require a deeper level of understanding of assessment. Additionally, teachers are highly encouraged to appreciate the history of educational assessment in different sociocultural and political contexts, as well as to know how to determine the merits of a range of assessment practices best suited for their lesson planning and classroom teaching. In this book, the authors discuss significant aspects of developing teachers’ assessment literacy in different sociocultural and political contexts. Based on their respective educational backgrounds, academic experiences, and applied fields of study, each of the authors presents a critical response to the topic of assessment. Their accounts represent the complexity of the subject through a breadth and range of content and perspectives. By expanding the terms of reference regarding assessment, the authors have developed a book with a far richer panorama on assessment as a springboard for inquiry.
Developing Teachers Assessment Capacity
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Author : Christopher DeLuca
language : en
Publisher: Routledge
Release Date : 2019-12-13
Developing Teachers Assessment Capacity written by Christopher DeLuca and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019-12-13 with Education categories.
Given the academic benefits of assessment-driven teaching, and the growing accountability context of educational systems around the world, there is a rapidly developing need to educate teachers in effectively using assessments to promote, monitor, and report on student learning. However, assessment has historically been a neglected area in teacher education programmes, and empirical research has consistently shown assessment as an area of challenge for many teachers. While there is an increased focus across teacher education and professional literature on enhancing the assessment capacity of educators, there remains little empirical research on innovative and data-based strategies to effectively achieve this goal. The purpose of this text is to consolidate existing research on assessment education and to provoke innovative and effective approaches to educating teachers and teachers-in-training about assessment. Given the dearth of relevant research, this text also considers the matter of retention and extension of initial assessment learning into teaching careers. Combined, the articles in this text provide a foundation for novel thinking about developing teachers’ assessment capacity from pre-service to in-service contexts. This book was originally published as a special issue of Assessment in Education.
Evaluation Of A Systematic Approach To Develop Teachers Assessment Literacy
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Author : Felicia B. Highland
language : en
Publisher:
Release Date : 2015
Evaluation Of A Systematic Approach To Develop Teachers Assessment Literacy written by Felicia B. Highland and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015 with Education categories.
Understanding And Developing Student Assessment Literacy
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Author : Min Yang
language : en
Publisher: Springer Nature
Release Date : 2025-03-29
Understanding And Developing Student Assessment Literacy written by Min Yang and has been published by Springer Nature this book supported file pdf, txt, epub, kindle and other format this book has been release on 2025-03-29 with Education categories.
This book provides research-based approaches and classroom strategies for frontline teachers and practitioners, to aid them in formulating actionable approaches to develop student assessment literacy (SAL) in school and higher education sectors. This book helps readers to: Understand the concept of SAL and its significant role in assisting students’ achievements of desirable learning goals Design and implement supportive classroom strategies for inducting students to the basic knowledge and skills for exercising SAL, and to engage actively and effectively in assessment and learning processes Reflect critically on, and improve their own classroom practices to promote SAL among students This book serves as a valuable reference for a wide range of audiences, including frontline teachers and curriculum leaders in schools and universities, undergraduate and post-graduate students in teacher education and other educational fields, educational service providers, and government officers in educational departments. This is an open access book.
Measuring Teachers Knowledge Application Of Classroom Assessment Concepts
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Author : Craig A. Mertler
language : en
Publisher:
Release Date : 2005
Measuring Teachers Knowledge Application Of Classroom Assessment Concepts written by Craig A. Mertler and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005 with categories.
Assessing student performance is one of the most critical responsibilities of classroom teachers; yet, many teachers do not feel adequately prepared for this task. Teachers often believe that they need remediation or assistance in applying assessment concepts and techniques, as well as making assessment-related decisions. In an effort to measure teachers' "assessment literacy," an instrument, titled the "Assessment Literacy Inventory (ALI)," was developed and its psychometric properties evaluated. The "ALI" was designed to parallel existing "Standards for Teacher Competence in the Educational Assessment of Students." A two-stage pilot test of the instrument was conducted with 152 preservice teachers in Fall 2003 and 249 preservice teachers in the Spring 2004. Item analyses of the second-stage pilot data revealed an overall instrument reliability (KR20) of 0.74. Individual item analyses (i.e., item difficulties and item discriminations), as well as other indices, were examined. Recommendations for future research include content and construct validation of the "ALI" (both of which are currently being examined), as well as an investigation of the appropriateness of the "ALI" as a measure of inservice teacher assessment literacy. Finally, the "Assessment Literacy Inventory" provides a practical mechanism for educators to measure assessment literacy. Considering the current state of high-stakes accountability in education, the "ALI" could provide school districts an effective, as well as efficient way to allocate resources for developing or otherwise selecting teacher professional development opportunities on the topic of classroom assessment. Appended is: Sample Scenario and Selected Items from the "Assessment Literacy Inventory (ALI)." (Contains 2 tables and 2 figures.).
Identifying Areas For High School Teacher Development
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Author : Scott Alan Davidheiser
language : en
Publisher:
Release Date : 2013
Identifying Areas For High School Teacher Development written by Scott Alan Davidheiser and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013 with Classrooms categories.
Understanding and implementing effective classroom assessments are essential to increasing student achievement (Marzano, 2000). Teachers' assessment literacy is viewed as a key link in the connection between assessment quality and student achievement. According to Marzano, the relationship is seen as important as any other in the teaching and learning environment (p. 5, 2000); therefore, this study was designed to measure and describe the levels of assessment literacy, as measured by, The Standards for Teacher Competence in the Educational Assessment of Students (AFT, NCME, & NEA, 1990), for high school teachers within the Central Bucks School District. The primary goal of this study was to examine the level of assessment literacy to which high school teachers within the Central Bucks School District have regarding the development and implementation of effective classroom assessments. This study gave voice to high school teachers by facilitating their participation in a questionnaire and interview which has the capacity to impact the method by which staff developers and school administrators approach future teacher professional development. A mixed method, explanatory design approach involving two phases set a priority on phase one quantitative data collection aimed at identifying a population of 180 Central Bucks School District core-subject area high school teachers' level of assessment literacy by utilizing the questionnaire Assessment Literacy Inventory (Mertler, 2002). Results stemming from phase two one-to-one interviews of a purposeful sample population served as qualitative data and increased the reliability and applicability of explaining quantitative results as well as collecting teachers' perceptions related to skills associated with being effective classroom assessors. This research study was planned and carried out in order to meet ethical acceptability. In planning and conducting this research, as well as in reporting all research findings, the researcher fulfilled two obligations in order to meet ethical standards set forth by the American Psychological Association. First, the research project was planned so that the chance for misleading results was minimized. Secondly, steps were taken to protect and ensure the dignity and welfare of all participants (APA, 2010).
Fair And Justice Oriented Assessment
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Author : Margaret Heritage
language : en
Publisher: Harvard Education Press
Release Date : 2025-09-08
Fair And Justice Oriented Assessment written by Margaret Heritage and has been published by Harvard Education Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2025-09-08 with Education categories.
In Fair and Justice-Oriented Assessment, Margaret Heritage and Caroline Wylie propose that the key to improving learning opportunities for all students lies in increasing educators’ assessment literacy. Only by examining various assessment practices through a lens of fairness and equity can practitioners best judge their use and value and then develop strategies for implementation that truly elevate student learning in alignment with school and district standards and in ways that are fair and just. To build better assessment literacy, Heritage and Wylie seek to strengthen professional knowledge of ambitious teaching and use of both formative and summative classroom assessment practices. They clearly describe the knowledge and skills teachers need to better orient classroom assessment practices toward more positive learning experiences for all students. Critically, they urge educators to establish substantive learning goals, attend to the ways of eliciting evidence of student learning towards those goals, and reflect on the evidence to take action that intends to advance learning. This book features real-world examples of assessment practices across a range of contexts and content areas, grade levels, and student populations, and shows how assessment literacy competencies can be achieved at scale with support from school and district leaders. Fair and Justice-Oriented Assessment provides a research-based and yet practical perspective on classroom assessment and advocates for the use of equity-oriented curricular and ambitious teaching.
The Development Of Assessment Literacy In Chinese Pre Service Primary Teachers
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Author : Bing Yan
language : en
Publisher:
Release Date : 2015
The Development Of Assessment Literacy In Chinese Pre Service Primary Teachers written by Bing Yan and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015 with Teachers categories.
Developing Teacher Assessment
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Author : John Gardner
language : en
Publisher: McGraw-Hill Education (UK)
Release Date : 2010-02-16
Developing Teacher Assessment written by John Gardner and has been published by McGraw-Hill Education (UK) this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010-02-16 with Education categories.
"The authors are well-known in the Assessment field and this work presents their highly original analysis... [It] promotes a professional learning approach that will undoubtedly help educationalists in schools and across the schools sector in their quest to improve learning." Professor Mary James, University of Cambridge, UK. This book explores the processes involved in developing assessment practice. It argues that the role of teacher assessment needs to be put firmly at the forefront of the educational agenda and that assessment by teachers needs to be developed in a widespread, high quality and sustainable fashion. The authors, all members of the influential Assessment Reform Group, argue that the target-driven approach of external testing leads to problems, including 'teaching to the test' to the detriment of the wider curriculum, and motivational problems. In this book, they tackle the differences between formative and summative assessment and ask the question: "What is quality teacher assessment?" There is coverage of key professional learning dimensions including: The purposes of assessment The need for evidence to support innovation The process and steps to develop new practice Perceptions of what counts as quality assessment in schools The authors draw on these various perspectives to explain how teachers and schools can build on existing practice, and develop new practices, and how the system should react to support them. This book is essential reading for teachers, head teachers, local authority professionals, policy makers and academics.
Development And Analysis Of A Measurement Scale For Teacher Assessment Literacy
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Author : Catherine Ann Howell
language : en
Publisher:
Release Date : 2013
Development And Analysis Of A Measurement Scale For Teacher Assessment Literacy written by Catherine Ann Howell and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013 with Curriculum-based assessment categories.
The purpose of this study was to develop and analyze an updated scale of teacher assessment literacy that measures teachers' self-ratings of skills in areas mentioned in the current literature on assessment. Items were included in the scale based on expert judgment. The participants were 193 Kindergarten through fifth grade teachers in a rural school district in the southeastern United States. All demographic surveys and scales were distributed in classrooms or at an after school staff meeting and all were collected within a three week time frame. Following collection, data were entered and analyzed. Independent t-tests and analysis of variance indicated that statistically significant differences existed in overall scale scores as a function of education level, grade level taught, and measurement courses taken. Teachers with a higher level of education had higher overall scores than teachers with less education and teachers who have taken a course in measurement had higher overall scores than teachers who have not taken a course in measurement. Principal components analysis indicated that all items had moderate to high loadings on to a single component, which may be called "assessment literacy."