Exploring Teacher Candidates' Assessment Literacy: Implications for Teacher Education Reform and Professional Development [Abstract]

Volante, Louis; Fazio, Xavier

doi:10.2307/20466661

Cited by 253 publications

(208 citation statements)

References 24 publications

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“…What's more, the majority of published research on teachers' assessment practices has been conducted on in-service teachers (DeLuca & Klinger, 2010). Very little research has been published on pre-service teachers (PSTs) and assessment, and most of those studies have involved self-report and attitudinal data (Brookhart, 2004;, Volante & Fazio, 2007. Little is known about how PSTs reason and act related to their assessment of students in authentic contexts (Talanquer, Tomanek, & Novodvorksky, 2013).…”

Section: Teacher Preparationmentioning

confidence: 99%

“…Shepard, Hammerness, Darling-Hammond, and Rust (2005) urged teacher educators to give PSTs opportunities create, administer, and analyze assessments related to actual student work. Volante and Fazio (2007) concluded after studying PTSs' assessment literacy over several years that the PSTs longed for practical knowledge about assessment, which would likely bolster their self-efficacy. Likewise, Talanquer, Tomanek, and Novodvorksky (2013) recommended teacher educators provide PSTs with increased practice opportunities related to student thinking and performance, as PSTs who participated in a field experience during their assessment course scored significantly higher on assessment knowledge, skills, and attitude than their counterparts who did not have a practicum (Alkharusi, et al, 2011).…”

Section: Review Of Literaturementioning

confidence: 99%

“…Although notorious for being overly critical of teacher education, the NCTQ echoes a contention expressed by others (Campbell & Evans, 2000;MacLellan, 2004;Mertler, 2004;Volante & Fazio, 2007) who have concluded that new teachers overwhelmingly report they are unprepared for the demands of effective assessment, including how to construct, administer, and score assessments of students' learning.…”

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confidence: 96%

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Pre-Service Teachers’ Assessment of 7th-Grade Students’ Social Studies Learning

Anderson

Mathys

Mills

2014

JCT

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The purpose of this study was to examine how 52 pre-service teachers (PSTs) assessed 7 th -grade students' learning of social studies lessons they planned and taught. The PSTs provided assessment artifacts on 312 students, along with explanations for how they assessed and graded each student. Of the 429 coded assessment explanations, 240 (56%) related directly to students' social studies achievement, 141 (33%) related to non-achievement factors, and 48 (11%) related to achievement factors not connected with social studies. Consistent with previous research on the assessment practices of in-service teachers, the pre-service teachers in this study used a combination of student achievement, effort, behavior, and ability to make their grading judgments. Assessment of student learning is taking a greater role in education today, and much of the burden for helping new teachers to improve their assessment practices will fall on teacher educators, who should integrate explicit coursework on assessment with authentic field experiences for PSTs to practice planning and teaching lessons, as well as assessing and grading students.

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Section: Teacher Preparationmentioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

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confidence: 96%

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Pre-Service Teachers’ Assessment of 7th-Grade Students’ Social Studies Learning

Anderson

Mathys

Mills

2014

JCT

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“…Upaya membangun keyakinan, pengetahuan dan literasi guru tentang penilaian akan lebih tertanam ketika masih berada pada periode pendidikan di perguruan tinggi (Siegel & Wissehr, 2011;Volante & Fazio, 2007). Calon guru perlu mendapat kesempatan untuk mengaplikasikan teori yang diperoleh untuk mengembangkan keahlian dan pengetahuan mereka.…”

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Perbaikan Instruksional Dalam Implementasi Assessment-Based Learning Di Kelas Matematika

Purnomo

2016

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Keywords: assessment-based learning, lesson study, mathematics learning, pre-service elementary school teachers, instructional practices PENDAHULUAN Secara garis besar, penelitian pendidikan matematika pada umumnya mengarah pada bagaimana cara terbaik untuk meningkatkan hasil belajar siswa dan mengantarkan mereka untuk belajar dengan pemahaman. Namun demikian, saran hasil penelitian belum terlihat sepenuhnya pada proses belajar dan mengajar di kelas. Kecenderungan praktik mengajar yang saat ini masih dipertahankan adalah praktik yang lebih berorientasi pada performa dan hasil. Hal ini dapat dibuktikan dengan melihat persiapan sekolahsekolah dalam menghadapi ujian nasional, ujian semester, dan ujian-ujian tertentu. Salah satu ciri Abstrak: Tujuan penelitian untuk mengidentifikasi perbaikan instruksional calon guru lewat implementasi assessment-based learning pada pembelajaran matematika di sekolah dasar. Penelitian dilakukan dengan participatory action research yang dan prosedur lesson study. Subjek penelitian adalah lima calon guru sekolah dasar yang sedang praktik pengalaman lapangan di sekolah dasar di Jakarta Timur. Data dikumpulkan lewat pengamatan, wawancara, dokumentasi, dan jurnal, sedang analisis data dilaksanakan secara deskriptif kualitatif. Hasil penelitian menemukan bahwa secara kolaboratif, calon guru berupaya untuk memodifikasi praktik dan meningkatkan perhatian terhadap pertanyaan terbuka dan penilaian sejawat. Perbaikan instruksional terjadi bersamaan dengan perbaikan implementasi assessment-based learning. Calon guru lebih dapat memaksimalkan umpan balik sebagai cara untuk mengakses perkembangan belajar siswa secara lebih komprehensif dan melakukan perbaikan instruksional. Kegiatan lesson study memberikan umpan balik secara langsung kepada calon guru untuk melakukan refleksi diri dan mendapat masukan dari teman sejawat.Abstract:The purpose of this study is to identify the instructional improvement of pre-service teachers in implementing assessment-based learning (ABL) in the mathematics learning at elementary school. This study employed participatory action research by adopting lesson study procedures. The subject was five pre-service elementary school teachers engaged early field experiences in one of the elementary schools in East Jakarta in the 2015/2016 academic year. The data were collected from the written response of the two independent observers, video recordings, interviews, student worksheets, and journal notes both student and teacher. The coding was done to identify the indicators of potential changes in the instructional practices. The study indicates that (1) pre-service teachers collaboratively sought to modify their practices and improve their attention to open-ended questions and peer-assessment as the elements of ABL; (2) instructional improvements occurred when they attempted to take corrective action in the ABL. This suggests that the pre-service teachers can maximize feedback as the way to make instructional improvements. The study also identifies some of the advantages gene...

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“…Regarding the stakeholders language assessment literacy refers to their familiarity with measurement processes and the application of this knowledge to classroom practices in general and specifically to assessing language ( Taylor, 2009) which -potentially includes the acquisition of a range of skills related to test production, test score interpretation and use, and test evaluation in conjunction with the development of a critical understanding about the roles and functions of assessment within education and society‖ (O'Loughlin, 2013) Based on the review different scholars have presented different definitions for assessment literacy which -vary depending on the context of use‖ Pill and Harding (2013), but -what is common in all these visions is that teachers must recognize different purposes of assessment and use them accordingly‖ (Volante and Fazio, 2007).…”

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confidence: 99%

Importance of Teachers’ Assessment Literacy

Bayat¹,

Rezaei²

2015

IJELE

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Assessment of student is one of the most important responsibilities of teachers, because the quality of teaching in classroom is closely associated with the quality of the applied assessment. Hence it is essential for teachers to possess assessment literacy. Assessment literacy is important because it helps teachers to perceive, analyze and use data on student performance to improve teaching. Stakeholders are influenced by language tests, therefore; being assessment literate is more vital for them, because assessment illiteracy results in inaccurate assessment and consequently the purposes of assessment could not be fulfilled. It is necessary for teachers to develop language assessment literacy to prevent serious consequences for teachers and students.

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Exploring Teacher Candidates' Assessment Literacy: Implications for Teacher Education Reform and Professional Development [Abstract]

Cited by 253 publications

References 24 publications

Pre-Service Teachers’ Assessment of 7th-Grade Students’ Social Studies Learning

Pre-Service Teachers’ Assessment of 7th-Grade Students’ Social Studies Learning

Perbaikan Instruksional Dalam Implementasi Assessment-Based Learning Di Kelas Matematika

Importance of Teachers’ Assessment Literacy

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