Teachers’ assessment literacy and attitudes

Quilter, Shawn M.; Gallini, Joan K.

doi:10.1080/08878730009555257

Cited by 43 publications

(32 citation statements)

References 15 publications

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“…Based on the literature, teachers' assessment practices tend to be influenced by their beliefs about educational assessment (Quilter & Gallini, 2000). However, the results of the present study showed that heavy weekly teaching load of the teachers might have a negative impact on teachers' assessment beliefs, knowledge, and practices.…”

Section: Discussioncontrasting

confidence: 44%

“…However, research has consistently reported that teachers, in general, lack adequate knowledge about educational assessment deemed necessary for appropriate assessment practices (Fan, Wang, & Wang, 2011;Koh, 2011;Quilter & Gallini, 2000). Tierney (2006) identified two external sources (educational policy and professional development) and an internal source (teachers' beliefs) mediating teachers' assessment practices.…”

Section: Discussionmentioning

confidence: 99%

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Educational Assessment Attitudes, Competence, Knowledge, and Practices: An Exploratory Study of Muscat Teachers in the Sultanate of Oman

Alkharusi¹,

Aldhafri²,

Alnabhani³

et al. 2012

JEL

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Educational assessment can be a powerful tool in enhancing classroom instruction and student performance. Yet, its effectiveness relies on the beliefs and knowledge of those who apply it on a daily classroom basis. This study explored attitudes, competence, knowledge, and practices of teachers about educational assessment. Participants were 165 in-service teachers teaching various subject areas in grades 5 to 10 randomly selected from Muscat educational governorate in the Sultanate of Oman. The study employed a descriptive survey research design. Results revealed that although teachers held a favorable attitude towards and perceived themselves as being competent in educational assessment, they demonstrated a low level of knowledge in educational assessment. Teachers used a variety of assessments in the classroom primarily for assigning grades and motivating students to learn, with some variations by gender, grade level, and subject area. Teaching load and teaching experience accounted for some of the variations in teachers' educational assessment practices. Implications for professional development of teachers in educational assessment as well as recommendations for future research were discussed.

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Section: Discussioncontrasting

confidence: 44%

Section: Discussionmentioning

confidence: 99%

Educational Assessment Attitudes, Competence, Knowledge, and Practices: An Exploratory Study of Muscat Teachers in the Sultanate of Oman

Alkharusi¹,

Aldhafri²,

Alnabhani³

et al. 2012

JEL

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“…These results were in agreement with Lyon's (2011) study who found that teaching load and other school responsibilities could cause conflicts between teachers' assessment beliefs and practices. As suggested by Quilter and Gallini (2000), it might be argued that when teachers are inundated with demands from school administrators and educational supervisors to do various activities in the classroom and school beside their teaching activities, it is unlikely that they will invest the time and effort necessary for performing other aspects of the educational assessment process. Thus, it is recommended that the Ministry of Education considers the teaching load of the teachers to enable them to invest the time and effort in performing all aspects of the classroom assessment activities.…”

Section: Discussionmentioning

confidence: 99%

Educational Assessment Profile of Teachers in the Sultanate of Oman

Alkharusi¹,

Aldhafri²,

Alnabhani³

et al. 2014

IES

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This study builds on a previous pilot study conducted by Alkharusi, Aldhafri, Alnabhani, and Alkalbani (2012) to explore educational assessment attitudes, competence, knowledge, and practices of in-service teachers in the Sultanate of Oman. The present study extends the previous pilot study by surveying a larger sample of in-serivce teachers teaching grades 5 to 12 in all educational governorates in the Sultanate of Oman as opposed to 165 in-service teachers teaching grades 5 to 10 in one educational governorate. Specifically, the study aimed at developing a profile of educational assessment attitudes, competence, knowledge, and practices for teachers in the Sultanate of Oman. The profile was developed as a function of teachers' gender, nationality, educational governorate, teaching grade, qualification, teaching subject, pre-service assessment training, in-service assessment training, teaching load, and teaching experience. The study employed a descriptive survey research design. Participants were 3557 in-service teachers teaching various subject areas in grades 5 to 12 randomly selected from all educational governorates in the Sultanate of Oman. Confirming Alkharusi et al. (2012) study, findings of the current study showed that the teachers tended to have a positive attitude towards educational assessment. Despite their perception as being competent in educational assessment, they demonstrated a low level of the educational assessment knowledge. Further, the teachers indicated using different classroom assessments mainly for grading and increasing students' desire for learning. Teaching load and teaching experience explained some of the differences in the teachers' educational assessment profile. Also, the educational assessment profile varied as a function of the selected demographic and background variables. The findings pointed to a conclusion that professional educational assessment programs for teachers should be continued and tailored to the needs and nature of the teachers' classroom realities. Future research is needed to judge the validity of the teachers' self-report surveys concerning educational assessment.

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“…Teachers are expected to possess professional knowledge, defined in the literature as "assessment literacy'' and "data literacy," to enable effective use of the data to make informed instructional decisions (Love, 2004;Mertler, 2004;Quilter & Gallini, 2000). Quilter and Gallini (2000) define assessment literacy as the ability to design, select, interpret, and use assessment results appropriate for educational decisions. Data literacy is characterized as "the ability to examine multiple measures and multiple levels of data, to consider the research and to draw sound inferences" (Love, 2004, p. 22).…”

Section: The Passing Of the No Child Left Behindmentioning

confidence: 99%