Are teachers literate in formative assessment? The development and validation of the Teacher Formative Assessment Literacy Scale

Yan, Zi; Pastore, Serafina

doi:10.1016/j.stueduc.2022.101183

Cited by 14 publications

(20 citation statements)

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“…Overall, the results suggest that higher education teachers are inclined towards traditional assessment methods. Similar findings were observed in previous studies, indicating persistently low levels of assessment literacy among teachers and a lack of theory-driven instruments in formative assessments (Yan & Pastore, 2022).…”

Section: Discussionsupporting

confidence: 90%

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: Discussionsupporting

confidence: 90%

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

Gaikwad,

Wadegaonkar,

Mitra

et al. 2023

IJLTER

View full text Add to dashboard Cite

show abstract

“…Besides, according to Boud and Dawson (2021), Gebremariam and Gedamu (2022), Hailay (2017), andTeshome (2016) in the educational system in Ethiopia teachers' assessment for learning practices seems too questionable. From the assessment for learning practice expected to ensure the students' learning improvement through day to day classroom practice (Bordoh et al, 2015;Popham, 2017;Mussawy et al, 2021;Yan and Pastore, 2022). This implies that assessment is used as a means of learning progress for improvement (Molloy et al, 2020;Hussain et al, 2021).…”

Section: Assessment For Learning Practicementioning

confidence: 99%

“…Similarly, assessment in general is a process for obtaining information to make decisions about students learning progress, teachers teaching approaches and out of the class educational matters, and in particular, assessment for learning is also being considered as an ingredient condiment in improving the quality of learning outcomes. To sum up, assessment for learning practice is deals about the implementation of assessment for learning principles that included under the constructivist and social constructivist theories (Birenbaum et al, 2015;Yan and Pastore, 2022). This employs the practices of such assessments for the purpose of individual learning development; for example, self-and peerassessment, formative and diagnostic assessments and applying feedback progress as well as pedagogic style, student-teacher interaction, self-reflection, internal motivation and different ways of assessment practices (Maclellan, 2017).…”

Section: Assessment For Learning Practicementioning

confidence: 99%

“…According to Black and Wiliam (2006), Mohamed et al (2021), Yan and Carless (2022) and Yan and Pastore (2022), assessment for learning has two primary goals: (1) communicating students learning progress to the respected subject matter teachers and administrators;…”

Section: Assessment For Learning and Learning Improvementmentioning

confidence: 99%

“…Although primary school teachers' assessment for learning practice is believed to be important for instruction, learning, and teaching improvement, studies (Popham, 2017;Hussain et al, 2021;Yan and Pastore, 2022) have shown that teachers regard the assessment for learning in daily classroom practice as critical for students' learning improvement From this perspective, assessing the learning practices of the study area, particularly the targeted primary schools in the Gamo Zone, requires intensive exploration to gain deeper insights. In light of practices, this can be accounted for as an input to improve educational quality and resilience construction.…”

Section: Introductionmentioning

confidence: 99%

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Primary school teachers’ assessment for learning practice for students’ learning improvement

Gebremariam

Gedamu

2023

Front. Educ.

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Assessment for learning practice and learning improvement are the two vital variables in this study. This article explores primary school teachers’ assessments for learning practices for student learning improvement. The participants (n = 242) were selected through a cluster random sampling techniques for a questionnaire survey from the target primary schools to meet the research objective of this study. Among the total participants 15 teachers for an in-depth interview, and five for informal conversations were randomly selected through purposive sampling. The data collected through closed-ended questionnaire were analyzed using mean, standard deviation, analysis of variance and post-hoc methods. To analyze the qualitative data acquired through interview and informal conversation, thematic verbal descriptions were employed. Conversely, the findings indicated that the primary school teachers had highly positive classroom environments practice, moderate positive learning intentions and success, feedback in assessment practices, and self- and peer-assessment practices toward learning assessment. Although, the findings from the quantitative data showed that the primary school teachers had high and moderate assessments for learning practice, the interviews revealed that they had low confidence in learning practice assessments owing to challenges faced during practice. These overall challenges relate to transparency, experience, training, school problems, and preference reliance. Finally, based on the study’s implications, recommendations are made for future directions of studies that will allow better comprehension of the assessment for learning practice in relation to the students’ learning improvement.

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Diversity of assessment practices and student perceptions of assessment in Finland

Nieminen,

Atjonen,

Tolvanen

2024

The Curriculum Journal

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Educational policies and curriculum documents largely emphasise the idea that assessment should be diverse: that teachers should use versatile assessment practices such as tests, self‐ and peer‐assessment and portfolios instead of mainly drawing on uniform practices, such as examinations. In this study, we examined the diversity of assessment in the low‐stakes assessment culture of Finland where the national curriculum emphasises the ethos of Assessment for Learning. We were interested in how the diversity of assessment (or the lack of thereof) is related to student perceptions of assessment. We utilised both multilevel and person‐oriented methods in our analysis of a national evaluation dataset of 187 Finnish primary and lower secondary teachers and their 2370 students. First, we noted that according to the teachers’ responses, classroom assessment in Finland is not particularly diverse. At the same time, students did not find assessment particularly helpful for their learning. Second, a multilevel analysis revealed varying correlations between the prevalence of various assessment practices and students’ perceived usefulness of the corresponding practices. Third, we explored teacher subgroups in terms of their ‘assessment menu’ through a latent class analysis. All identified teacher subgroups drew heavily on closed‐book examinations. Finally, we analysed whether the assessment perceptions of students differ according to their teacher's latent class. The students whose teachers used the most diverse assessment menu reported the most pressure in assessment. We suggest these findings stem from the socio‐historical context of pedagogical conservatism in Finland, combined with the low stakes of assessment. We discuss the importance of widening teachers’ assessment practices in order to promote sustainable student perceptions of assessment, yet such assessment diversity must be valued in the educational system, and it needs to be based on sound pedagogical design.

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Are teachers literate in formative assessment? The development and validation of the Teacher Formative Assessment Literacy Scale

Cited by 14 publications

References 50 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

Primary school teachers’ assessment for learning practice for students’ learning improvement

Diversity of assessment practices and student perceptions of assessment in Finland

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