Assessing Assessment Literacy: Are new teachers prepared to assume jobs in school districts engaging in grading and assessment reform efforts?

Differences Between Students’ and Teachers’ Fairness Perceptions: Exploring the Potential of a Self-Administered Questionnaire to Improve Teachers’ Assessment Practices

“…When teachers were asked whether they fulfill these praxeological criteria of AL, results showed that the majority felt unprepared for assessment and grading upon leaving college, and that they only became comfortable with this task through learning on the job (Battistone et al, 2019). This self-doubt is echoed in empirical studies trying to operationalize and measure teachers' AL-levels (e.g., Mertler and Campbell, 2005;Alkharusi, 2011;Gotch and French, 2014).…”

“…Despite the importance of assessment in teaching, teachers themselves report being insufficiently prepared for this task through teacher education programs and mostly learning "on the job" how to best assess their students (Volante and Fazio, 2007;Battistone et al, 2019). This uncertainty seems warranted, given numerous studies that experimentally show flaws in teachers' diagnostic competencies (e.g., Kaiser et al, 2017;Tobisch and Dresel, 2017) or that identify a substantial lack of teacher assessment literacy (for an excellent review of the last three decades, see Xu and Brown, 2016).…”

HOTS-based language assessment literacy: Challenges and prospects in English language teaching

“…Therefore, Davies (2008) asserts that the training contents on assessment are supposed to encompass three major dimensions, i.e., knowledge, skills, and principles of assessment so that ELT teachers have better assessment literacy and they are eventually able to develop test items, execute an assessment, score the students' learning outcomes, and report the results of the assessment to sundry parties who concerned with student learning. Even Battistone et al (2019) point out that to improve assessment practices, training for teachers is needed, and it does not solely focus on providing teachers the content knowledge on assessment. However, it should be highlighted more on equipping teachers on how to put content knowledge on assessment into classroom practices.…”

“…It is known that to improve the HOTS-based language assessment literacy, a training program is needed (Tsagari & Vogt, 2017;Yphantides, 2021) and is carried out to update the challenges and expectations that arise during the implementation of classroom-based language assessments (Lan & Fan, 2019) and is comprehensively designed to meet the needs of ELT teachers (Assalahi, 2021;Battistone et al, 2019;Vogt & Tsagari, 2014). The training programs cannot be carried out haphazardly without considering what is needed by the ELT teachers.…”

Rural High School Principals and the Challenge of Standards-Based Grading

“…Given that principals in rural areas are generally reluctant to initiate assessment and grading changes in their schools (Renihan & Noonan, 2012), we believe that entities such as state departments of education, educational service agencies, and university/college partners should be prepared to offer further support in these implementation endeavors. Battistone, Buckmiller, and Peters (2019) found that teacher education training on progressive assessment practices was inconsistent at best. Further, as Anderson (2018) asserts, typical classroom assessment courses in teacher preparation programs typically devote only a single chapter at most to grading practices.…”