Facilitating the Development of Assessment Literacy

Lukin, Leslie E.; Bandalos, Deborah L; Eckhout, Teresa J.; Mickelson, Kristine

doi:10.1111/j.1745-3992.2004.tb00156.x

Cited by 65 publications

(36 citation statements)

References 17 publications

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“…Appropriate classroom assessment practices have been identified as one of the important component in the teaching and learning process due to their central role in maximizing student achievement and motivation (Lukin, Bandalos, Eckhout, & Mickelson, 2004;Nolen, 2011). Educators have long contend that teachers need to have an adequate level of assessment literacy (Popham, 2006).…”

Section: Discussionmentioning

confidence: 99%

“…Further, Brookhart (2011) has provided an outline of the knowledge and skills teachers should have regarding educational assessment and relates these knowledge and skills to the current teacher assessment needs in the context of formative and standards-based assessment. Several professional development programs have proposed to acquire teachers with the adequate level of assessment literacy necessary for appropriate classroom assessment practices (Koh, 2011;Lukin et al, 2004;Xu & Liu, 2009).…”

Section: Discussionmentioning

confidence: 99%

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A Generalizability Approach to the Measurement of Score Reliability of the Teacher Assessment Literacy Questionnaire

Alkharusi

2012

JSE

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Classroom assessment is one of the main responsibilities of the teachers. Sound classroom assessment practices require teachers to have adequate levels of knowledge and skills in the educational assessment. The Teacher Assessment Literacy Questionnaire (TALQ) was developed by Plake and Impara (1992) to measure teachers' knowledge and understanding of the basic principles of the educational assessment. This study applied generalizability theory to estimate the dependability of the TALQ's scores for pre-service teachers (N = 259) enrolled in an educational measurement course at Sultan Qaboos University in Oman. Results showed that the scores are highly generalizable across items with relatively small item variance components. Implications are discussed in relation to the reliability theory.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

A Generalizability Approach to the Measurement of Score Reliability of the Teacher Assessment Literacy Questionnaire

Alkharusi

2012

JSE

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“…The positive impacts of training programs on teachers' self-confidence and their awareness about assessment skills was also identified by Lukin et al (2004).…”

Section: Literature Reviewmentioning

confidence: 99%

English Language Teachers’ Ideology of ELT Assessment Literacy

2015

IJELS

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Deep understanding, clear perception and accurate use of assessment methodology play an integral role in the success of a language program. Use of various assessment techniques to evaluate and improve the performance of learners has been the focal point of interest in the field of English Language Teaching (ELT). Equally researchers are interested in evaluating teachers' awareness and improved performance in relation to the learners' performance. The current study was designed to investigate the teachers' awareness level and way of practicing the assessment tools for the better learning of the students in the English Language Institute (ELI), King Abdulaziz University. The research was based on the perceptions and feedback of 30 female language instructors from 5 different nationalities with varying qualifications and ELT experience working at ELI. Quantitative method was followed. A questionnaire was developed by the researcher was administered to the instructors. Descriptive statistics was used to analyze the data. The results revealed that all the participants had a clear knowledge about the use of assessment tools. It was also found that the teachers' perceptions about assessment tools are least affected by their span of teaching experience. Another noteworthy finding was the poor practicing techniques of the instructors who were well aware of the assessment techniques.

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“…For example, Plake & Impara (1992) and Plake et al (1993) (2016) is an account of school teachers' assessment literacy measures taken in educationally advanced contexts. These studies of school teacher assessment literacy suggest that increasing assessment literacy bears positive impact on teachers' performance (Volante & Melahn, 2005;Koloi-Keaikitse, 2012;Lukin et al, 2004). However, University teachers' assessment literacy and how it affects students learning outcomes particularly form educationally developing nations is substantially under-explored.…”

Section: Literature Reviewmentioning

confidence: 99%

Investigating Saudi University EFL Teachers’ Assessment Literacy: Theory and Practice

Umer¹,

Zakaria²,

Alshara³

2018

IJEL

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Teacher assessment literacy (TAL) is believed to have positive impact on student learning outcomes. Therefore, attempts are made, especially, in advanced educational contexts to increase TAL. In the context of Saudi higher education, available empirical evidence indicates that EFL teacher assessment literacy is replete with loopholes. This mixed-method research investigated Saudi EFL teachers' construction of assessment tasks, the influence the tasks had on students' learning and the extent to which teachers' assessment practices were in alignment with recommended assessment practices. The data were collected through analyzing teachers' summative assessment tasks and a student survey with both close and open-ended questions. Apart from the participants' responses to the open-ended questions of the survey, the data went through quantitative data analysis for frequencies and percentages. The findings revealed a serious incongruity between teachers' assessment tasks and course learning outcomes. For instance, higher order learning outcomes were not assessed at all. Most of the tasks were selected-response questions (SRQs). As confirmed by the survey data, the assessment tasks mainly triggered memorization as a learning strategy. Therefore, suggestions are made that university teachers' professional development with particular focus on their assessment literacy is placed at the center of higher education policies. Without valid assessment in place, the edifice of Saudi (higher) education system may lose its efficacy.

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Facilitating the Development of Assessment Literacy

Cited by 65 publications

References 17 publications

A Generalizability Approach to the Measurement of Score Reliability of the Teacher Assessment Literacy Questionnaire

A Generalizability Approach to the Measurement of Score Reliability of the Teacher Assessment Literacy Questionnaire

English Language Teachers’ Ideology of ELT Assessment Literacy

Investigating Saudi University EFL Teachers’ Assessment Literacy: Theory and Practice

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