Conceptualising teachers’ assessment literacies in an era of curriculum and assessment reform

Willis, Jill; Adie, Lenore; Klenowski, Valentina

doi:10.1007/s13384-013-0089-9

Cited by 131 publications

(89 citation statements)

References 36 publications

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“…Existing research considers the assessment literacy of teachers (Criswell, 2006;Willis, Adie, Klenowski, 2013), and the need to develop teachers' data analysis skills (see Smeed, 2012). In the Australian context, research has particularly focused on shifts in teacher practice due to the new Australian Curriculum and the publication of school data on the MySchool website (see Comber, 2012;Klenowski, 2009aKlenowski, , 2009bKlenowski, , 2013Willis, Adie & Klenowski, 2013).…”

Section: Teachers' Assessment Literacy and Data Analysis Skillsmentioning

confidence: 99%

“…Existing research discusses the large volumes of assessment data generated and available for schools (see Earl, 2005;Earl & LeMahieu, 1997;Hattie, 2009;Klenowski, 2013;Willis, Adie & Klenowski, 2013). However, generating and having data in schools is no longer enough.…”

Section: Teachers' Assessment Literacy and Data Analysis Skillsmentioning

confidence: 99%

“…Teachers' assessment literacy and their data analysis skills are significant areas of investigation in Education research (see Criswell, 2006;Smeed, 2012;Willis, Adie, Klenowski, 2013). Due to the depth and complexity, are not considered further in my study.…”

Section: Teachers' Assessment Literacy and Data Analysis Skillsmentioning

confidence: 99%

“…Australian assessment research has considered the assessment literacy of teachers in the new context of the Australian Curriculum (Willis, Adie & Klenowski, 2013), the equity of assessment used with Indigenous students (Klenowski, 2009a), assessment for learning in an Asia-Pacific context (Klenowski, 2009b), the way in which mandated literacy assessments impact teachers' practice (Comber, 2012), and the usability and dependability to school-based teacher judgements on assessment (Klenowski, 2011). The use of assessment and feedback in Australia is changing due to the policy changes that were detailed in Section 1.1 (see Klenowski, 2011Klenowski, , 2013Willis, Adie & Klenowski, 2013).…”

Section: Summative and Formative Assessmentmentioning

confidence: 99%

“…The use of assessment and feedback in Australia is changing due to the policy changes that were detailed in Section 1.1 (see Klenowski, 2011Klenowski, , 2013Willis, Adie & Klenowski, 2013). However, assessment as, of and for learning are relatively new terms in the Australian context (Klenowski, 2009b).…”

Section: Summative and Formative Assessmentmentioning

confidence: 99%

See 4 more Smart Citations

A Qualitative Inquiry of Students' and Teachers' Perceptions on Feedback in Three Queensland Secondary Schools

Fisk¹

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Section: Teachers' Assessment Literacy and Data Analysis Skillsmentioning

confidence: 99%

Section: Teachers' Assessment Literacy and Data Analysis Skillsmentioning

confidence: 99%

Section: Teachers' Assessment Literacy and Data Analysis Skillsmentioning

confidence: 99%

Section: Summative and Formative Assessmentmentioning

confidence: 99%

Section: Summative and Formative Assessmentmentioning

confidence: 99%

See 3 more Smart Citations

A Qualitative Inquiry of Students' and Teachers' Perceptions on Feedback in Three Queensland Secondary Schools

Fisk¹

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Developing summative assessment literacy: Novice language teachers' perceptions in Sweden and Finland

Yildirim,

Stjernkvist,

Hilden

et al. 2024

Review of Education

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The purpose of this study is to investigate summative assessment (SA) perceptions and the sources of summative assessment literacy for novice second/foreign language teachers in Sweden and Finland. Data were collected through a questionnaire (N = 27) and a semi‐structured interview (N = 22) from a group of novice teachers who graduated from two Swedish universities and one Finnish university. Descriptive and content analysis of the data reveal that novice teachers perceive themselves to have a good understanding of most of the basic SA areas. They consider teacher education as the main source of their conceptual understanding while they attribute their skills mostly to experience in schools. Swedish and Finnish teachers present both similar and varied perceptions of the role of teacher education in developing their summative assessment literacy. Context and implications Rationale for this study What summative assessment literacy pre‐service teachers acquire during teacher education, and how this literacy reflects on their teaching are critical questions in understanding novice teachers' learning and use of summative assessment in schools. This study investigates the perceptions and experiences of novice teachers of second/foreign languages in Sweden and Finland. Why the new findings matter The findings provide an understanding of novice language teachers’ perceptions on key components of summative assessment and the sources and processes enabling development of this literacy. Insights into theoretical and practical aspects of summative assessment that novice teachers need are expected to guide teacher education programmes in realigning their programmes respectively. Implications for teacher educators and policy makers Novice language teachers are confident about their theoretical knowledge of summative assessment but need to develop skills to put their knowledge into practice. Hands on exercises through content‐specific materials and tasks are critical in developing skills such as test construction, grading, analysis of exams and exposure to national tests. Special needs and diverse sociocultural contexts should be taken into consideration in teacher education. Steering documents should make the summative assessment requirements and expected competencies clearer to guide TE programmes in organising learning experiences for pre‐service teachers.

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Interpreting Data: Creating Meaning

Maxwell

2021

The Enabling Power of Assessment

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Conceptualising teachers’ assessment literacies in an era of curriculum and assessment reform

Cited by 131 publications

References 36 publications

A Qualitative Inquiry of Students' and Teachers' Perceptions on Feedback in Three Queensland Secondary Schools

A Qualitative Inquiry of Students' and Teachers' Perceptions on Feedback in Three Queensland Secondary Schools

Developing summative assessment literacy: Novice language teachers' perceptions in Sweden and Finland

Interpreting Data: Creating Meaning

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