Towards developing classroom assessment literacy: Exploring teachers’ approaches to assessment across cultures

Asamoah, Daniel; Shahrill, Masitah; Abdul Latif, Siti Norhedayah

doi:10.1080/2331186x.2023.2280301

Cited by 2 publications

(3 citation statements)

References 77 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This observation supports the notion that teachers' assessment practices and literacy are beyond the psychological traits (i.e., cognitive knowledge and skills) teachers should have. The findings provide further support to the theoretical literature that argued that assessment practices are influenced by contextual factors (e.g., Kozma, 2003;Willis et al, 2013;Fulmer et al, 2015;Xu and Brown, 2016;Looney et al, 2017;Asamoah et al, 2023).…”

Section: Discussionsupporting

confidence: 82%

“…Teachers in both contexts had limited preference for formative assessment, scoring, use, test design and assessment communication. One of the most intriguing results, especially from the Bruneian context is that assessment is seen as situated and differential practice, as different group of teachers may practice assessment differently, despite that they may be in the same teaching and learning contexts that may require them to practice similar assessment (Coombs et al, 2018(Coombs et al, , 2020DeLuca et al, 2019DeLuca et al, , 2021Asamoah et al, 2023).…”

Section: Discussionmentioning

confidence: 99%

“…Even though teachers should have adequate cognitive understanding and skills to implement assessment, contemporary assessment practices require teachers to integrate their knowledge and skills with other unique contextual factors to ensure effective assessment practices. These factors, among others, are teaching and learning contexts, pedagogy, content, intrinsic characteristics, and multinational factors that may influence teachers' assessment competencies (Willis et al, 2013;Xu and Brown, 2016;Looney et al, 2017;Herppich et al, 2018;DeLuca et al, 2019;Asamoah et al, 2023). For example, Herppich et al (2018) argued that assessment literacy is beyond teachers' assessment knowledge and skills but includes a diversity of experiences unique to their context and background experiences.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Teachers’ perceptions of school assessment climate and realities of assessment practices in two educational contexts

Asamoah,

Shahrill,

Abdul Latif

2024

Front. Educ.

Self Cite

View full text Add to dashboard Cite

School and national assessment climates are critical contextual factors that shape teachers’ assessment preferences. In this study, 431 secondary school teachers from Ghana (n = 308) and Brunei (n = 123) were surveyed to examine how their perceptions of school assessment climates influenced their assessment practices. Semi-structured interviews were also conducted with six Bruneian and eight Ghanaian teachers to understand how they practiced assessment amid their school assessment climates. Teachers were found to practice assessment and perceive their school assessment climates differently. They were either identified as moderately fair but less precise, standard-focused and more precise, formative-oriented but moderately precise assessors, or preferred contextual and need-based assessment. Teachers reported positive perceptions of the nature of school assessment climates that existed in their schools. However, the examination-oriented climates that prioritised summative assessment compelled teachers to practice assessment against their beliefs. This resulted in academic dishonesty, excessive pressure, and mental health problems among teachers and students. The findings provide implications for assessment policy and practice in terms of how result-driven educational climates compel school leaders, teachers, and students to be gatekeepers and implementers of highly marketised and politicised education and assessment systems, which hinder lifelong learning and teacher-preferred assessment practices.

show abstract

Section: Discussionsupporting

confidence: 82%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Teachers’ perceptions of school assessment climate and realities of assessment practices in two educational contexts

Asamoah,

Shahrill,

Abdul Latif

2024

Front. Educ.

Self Cite

View full text Add to dashboard Cite

show abstract

Investigating EFL instructors’ approaches to classroom-based assessment culture: an explanatory sequential mixed-method approach

Latif,

Wasim

2024

Lang Test Asia

View full text Add to dashboard Cite

Based on sociocultural theory and pragmatism philosophical underpinnings, this study explores the classroom assessment practices of tertiary EFL practitioners, focusing on their alignment with contemporary constructivist assessment trends, methods, and approaches, rather than psychometrical assessments. The study extends knowledge on language teachers’ preparedness for implementing classroom assessment literacy. Participants were tertiary EFL instructors from four higher educational institutions in Saudi Arabia. Adopting an explanatory sequential mixed-methods research design, data were collected through self-reported questionnaires, classroom observations, and a review of assessment documents and artifacts. Descriptive statistics were used to analyze quantitative data and thematic analysis qualitative data. The dominance of traditional over alternative assessment methods was demonstrated, indicating gaps in teachers’ classroom assessment literacy. The findings highlight the contradiction, discrepancy, and complexity of the relationship between teachers’ articulated and exercised assessment practices. They provide baseline data for L2 classroom assessment policy, a classroom-based assessment framework, and a guide for teachers’ professional development in language assessment literacy.

show abstract

Towards developing classroom assessment literacy: Exploring teachers’ approaches to assessment across cultures

Cited by 2 publications

References 77 publications

Teachers’ perceptions of school assessment climate and realities of assessment practices in two educational contexts

Teachers’ perceptions of school assessment climate and realities of assessment practices in two educational contexts

Investigating EFL instructors’ approaches to classroom-based assessment culture: an explanatory sequential mixed-method approach

Contact Info

Product

Resources

About