Teacher assessment literacy: a review of international standards and measures

Assessment literacy is a core professional requirement across educational systems. Hence, measuring and supporting teachers’ assessment literacy have been a primary focus over the past two decades. At present, there are a multitude of assessment standards across the world and numerous assessment literacy measures that represent different conceptions of assessment literacy. The purpose of this research is to (a) analyze assessment literacy standards from five English-speaking countries (i.e., Australia, Canada, New Zealand, UK, and USA) plus mainland Europe to understand shifts in the assessment landscape over time and across regions and (b) analyze prominent assessment literacy measures developed after 1990. Through a thematic analysis of 15 assessment standards and an examination of eight assessment literacy measures, results indicate noticeable shifts in standards over time yet the majority of measures continue to be based on early conceptions of assessment literacy. Results also serve to define the multiple dimensions of assessment literacy and yield important recommendations for measuring teacher assessment literacy.

[1]  Gary D. Borich,et al.  Educational Testing and Measurement : Classroom Application and Practice , 1984 .

[2]  M. Patton.  Qualitative research and evaluation methods , 1980 .

[3]  Karolin Jarr.  Education practitioners' interpretation and use of assessment results , 2012 .

[4]  D. Prozesky,et al.  Assessment of Learning , 2020, The SAGE Encyclopedia of Higher Education.

[5]  Barbara S. Plake,et al.  Assessment Competencies of Teachers: A National Survey. , 2005 .

[6]  John Gardner,et al.  Assessment for learning: a compelling conceptualization , 2012 .

[7]  A. Kluger,et al.  The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. , 1996 .

[8]  Susan M. Brookhart,et al.  Educational Assessment Knowledge and Skills for Teachers , 2011 .

[9]  Menucha Birenbaum,et al.  International trends in the implementation of assessment for learning: Implications for policy and practice , 2015 .

[10]  Charles Sturt,et al.  Australian Professional Standards for Teachers , 2018, Success in Professional Experience.

[11]  C. Schmeiser,et al.  Code of Professional Responsibilities in Educational Measurement. , 1995 .

[12]  C. Benson.  Teachers on Standards. , 2001 .

[13]  Craig A. Mertler,et al.  Measuring Teachers' Knowledge & Application of Classroom Assessment Concepts: Development of the "Assessment Literacy Inventory". , 2005 .

[14]  Erica Bell,et al.  Guidelines for Assessment Quality and Equity , 1995 .

[15]  Glenn A. Bowen.  Document Analysis as a Qualitative Research Method , 2009 .

[16]  Christopher DeLuca.  Preparing Teachers for the Age of Accountability: Toward a Framework for Assessment Education , 2012 .

[17]  Gary Natriello.  The Impact of Evaluation Processes on Students , 1987 .

[18]  Susy Macqueen,et al.  Validity , 1973, Just Algorithms.

[19]  I. Kershaw.  Ohio vocational education teachers' perceived use of student assessment information in educational decision making , 1993 .

[20]  Aarti P. Bellara,et al.  The Current State of Assessment Education , 2013 .

[21]  J. Burry-Stock,et al.  Classroom Assessment Practices and Teachers' Self-Perceived Assessment Skills , 2003 .

[22]  Craig A. Mertler.  Teachers' assessment knowledge and their perceptions of the impact of classroom assessment professional development , 2009 .

[23]  R. Stiggins.  Assessment Crisis: The Absence of Assessment for Learning , 2002 .

[24]  W. Popham.  Why Assessment Illiteracy Is Professional Suicide. , 2004 .

[25]  Christopher DeLuca,et al.  Assessment literacy development: identifying gaps in teacher candidates’ learning , 2010 .

[26]  Chad M. Gotch,et al.  A Systematic Review of Assessment Literacy Measures , 2014 .

[27]  Beverly S. Faircloth.  Intrinsic motivation of students with disabilities in the general education setting: What teachers should know and be able to do , 2008 .

[28]  Craig A. Mertler.  Preservice Versus Inservice Teachers' Assessment Literacy: Does Classroom Experience Make a Difference?. , 2003 .

[29]  W. Popham.  Classroom Assessment: What Teachers Need to Know , 1995 .

[30]  Jill Willis.  Assessment for learning as a participative pedagogy , 2010 .

[31]  Colin Sharp.  Qualitative Research and Evaluation Methods (3rd ed.) , 2003 .

[32]  Effie Maclellan.  Initial Knowledge States about Assessment: Novice Teachers' Conceptualisations. , 2004 .

[33]  Arlen R. Gullickson,et al.  Teacher Perspectives of Their Instructional Use of Tests , 1984 .

[34]  T. Crooks.  The Impact of Classroom Evaluation Practices on Students , 1988 .

[35]  Richard J. Stiggins,et al.  New Assessment Beliefs for a New School Mission , 2004 .

[36]  Larry G. Daniel,et al.  Knowledge and Use of Testing and Measurement Literacy of Elementary and Secondary Teachers , 1998 .

[37]  J. Burry-Stock,et al.  Assessment Practices Inventory: A Multivariate Analysis of Teachers' Perceived Assessment Competency. , 1997 .

[38]  Xavier Fazio,et al.  EXPLORING TEACHER CANDIDATES’ ASSESSMENT LITERACY: IMPLICATIONS FOR TEACHER EDUCATION REFORM AND PROFESSIONAL DEVELOPMENT , 2007 .

[39]  Gary R. Galluzzo.  Performance Assessment and Renewing Teacher Education The Possibilities of the NBPTS Standards , 2005 .

[40]  W. Rogers,et al.  Principles for Fair Student Assessment Practices for Education in Canada , 1993 .

[41]  A. Bandura.  GUIDE FOR CONSTRUCTING SELF-EFFICACY SCALES , 2006 .

[42]  P. Black,et al.  Inside the Black Box: Raising Standards through Classroom Assessment , 2010 .