Using a Needs-Based Professional Development Program to Enhance Pre-Service Teacher Assessment for Learning Literacy

Oo, Cherry Zin; Alonzo, Dennis; Davison, Chris

doi:10.29333/iji.2023.16144a

Cited by 5 publications

(5 citation statements)

References 36 publications

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“…Developing 'assessment literacy' or 'learning to assess' is a complex process that demands continuous negotiation with shifting paradigms of assessment, alongside other evolving educational and pedagogical theories related to individualization, self-assessment, constructive feedback, peer-assessment, spaced learning, and differentiated assessment. A lack of substantial knowledge on assessment practices significantly influences learning outcomes (Oo et al, 2023;DeLuca et al, 2019;Bennett, 2011, as cited in Mellati & Khademi, 2018. Research emphasizes that improved assessment literacy among teachers can develop clarity among learners on the overall process and evaluation criteria.…”

Section: Discussionmentioning

confidence: 99%

Assessment Literacy, Current Assessment Practices and Future Training: Reflections of Teachers in Higher Education

Gaikwad,

Wadegaonkar,

Mitra

et al. 2023

IJLTER

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The aim of this study is to explore assessment literacy, to analyse the current assessment practices of teachers in Higher Education (HE) and to understand the need for alternative assessment practices in light of teachers’ reflections. The research employed incidental sampling to select (n=58) HE teachers from a single multidisciplinary university in Maharashtra State, India. A comprehensive literature review on assessment literacy provided the theoretical foundation, and a specialized assessment tool was developed to assess the teachers' assessment literacy level, perspectives, and practices in assessment. Data were collected through voluntary participation and analysed using quantitative and qualitative techniques. The findings revealed that the majority of HE teachers (79%) demonstrated a moderate level of assessment literacy, while 16% exhibited low levels and only 5% showed high levels. Additionally, a discrepancy was observed between the preferred assessment types of teachers and learners, with learners emphasizing active participation and real-world applications, while teachers leaned toward traditional evaluation methods. Participants were found to be literate only in specific aspects such as meaning, basic forms of assessments, and the purpose of educational assessments. Furthermore, teachers minimally acknowledge and have a lesser preference for alternative assessment methods, such as article analysis, team projects, case studies, and discussions. Overall findings indicate teachers' lack of knowledge about assessment practices that involve evaluating student performance, fostering collaboration, assessing higher-order thinking skills, and utilizing assessment as a tool for learning and improvement. This research confirms the need for training to enhance teachers' assessment literacy, promoting the adoption of alternative assessment practices in higher education to optimize student learning experiences.

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Section: Discussionmentioning

confidence: 99%

Assessment Literacy, Current Assessment Practices and Future Training: Reflections of Teachers in Higher Education

Gaikwad,

Wadegaonkar,

Mitra

et al. 2023

IJLTER

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“…The incontrovertible role of PD in augmenting pedagogical prowess among teachers has been well-documented (Lei & Medwell, 2020;Yaakob et al, 2020;Oo et al, 2023), subsequently amplifying the quality of education. The current trend accentuates the collaborative methodology in PD endeavours (Koukis & Jimoyiannis, 2019).…”

Section: Background Of the Studymentioning

confidence: 99%

Impact of Geographical Factors on Vietnamese Teachers’ Satisfaction with “Teacher Activity Groups” Project

Yen,

Thi,

Thao

et al. 2023

IJLTER

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This study examines how geographic location affects the satisfaction of English language teachers participating in the innovative Teacher Activity Groups project. The project represents a pioneering example of technology-enhanced, cross-cultural collaboration between a Welsh institution, where English is the native language, and Vietnam, where English is taught as a foreign language. The six-month project was conducted entirely online, using digital platforms such as Zoom and Google Meet for interaction, fostering cooperative learning and problem-solving among 147 K-12 teachers. Employing a theoretical framework that draws upon the adult learning theory, the community of practice theory, and the zone of proximal development theory, this study offers a comprehensive evaluation of the Teacher Activity Groups project, focusing on five key levels of analysis: participants’ reactions, participants’ learning, organisation support and change, participants’ use of new knowledge and skills, and student learning outcomes. The questionnaire’s quantitative findings reveal notable differences in teacher satisfaction across urban, suburban and rural areas. Notably, suburban teachers expressed greater satisfaction in almost all measured categories. This disparity across different geographical areas highlights the importance of considering context-specific factors in the design and implementation of professional development initiatives like the Teacher Activity Groups project. Through its analysis, this study underscores the potential of cross-cultural, online collaborative projects in fostering professional development and suggests areas of focus for enhancing English language teaching and learning in different socio-educational contexts.

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“…The paramount importance of professional development (PD) in enhancing the pedagogical proficiency of teachers (Lei & Medwell, 2020;Yaakob et al, 2020;Oo et al, 2023), subsequently improving the quality of education, cannot be overstated. This is particularly relevant in the context of emerging discussions around the influence of teacher gender on educational outcomes.…”

Section: Introductionmentioning

confidence: 99%

Unveiling the Veil: Gender Differences in Satisfaction among K12 Teachers in the Teacher Activity Groups Initiative

Yen,

Thuy,

Tra

et al. 2024

INT J INSTRUCTION

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This study aimed to investigate the influence of gender on the satisfaction of Vietnamese K-12 teachers who participated in Teaching Activity Groups (TAGs), a collaborative professional development (PD) initiative. Using a quantitative approach, questionnaire data was collected from a purposive sample of 147 teachers (108 females, 39 males). The data were subjected to descriptive statistical analysis and Independent Sample t-tests to discern potential gender-based differences in teachers’ satisfaction with TAGs and their perceived impact on teachers’ PD. The results revealed nuanced disparities in satisfaction levels between female and male participants, with generally higher satisfaction levels exhibited by females. Notable areas of difference included knowledge acquisition, skills acquisition, school support, and issue resolution. These areas were indeed discussed in the content, providing a detailed analysis of where gender differences in satisfaction were most pronounced. The results underscore the relevance of gender considerations in PD studies and offer insights for policy and practice in the Vietnamese educational landscape. The study concludes by highlighting the need for further research to explore these gender dynamics and their underlying causes in greater depth.

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Using a Needs-Based Professional Development Program to Enhance Pre-Service Teacher Assessment for Learning Literacy

Abstract: Using a needs-based professional development program to enhance pre-service teacher assessment for learning literacy.

Cited by 5 publications

References 36 publications

Assessment Literacy, Current Assessment Practices and Future Training: Reflections of Teachers in Higher Education

Assessment Literacy, Current Assessment Practices and Future Training: Reflections of Teachers in Higher Education

Impact of Geographical Factors on Vietnamese Teachers’ Satisfaction with “Teacher Activity Groups” Project

Unveiling the Veil: Gender Differences in Satisfaction among K12 Teachers in the Teacher Activity Groups Initiative

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