Improving teachers’ assessment literacy through professional development

Koh, Kim

doi:10.1080/10476210.2011.593164

Cited by 121 publications

(100 citation statements)

References 26 publications

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“…Further, Brookhart (2011) has provided an outline of the knowledge and skills teachers should have regarding educational assessment and relates these knowledge and skills to the current teacher assessment needs in the context of formative and standards-based assessment. Several professional development programs have proposed to acquire teachers with the adequate level of assessment literacy necessary for appropriate classroom assessment practices (Koh, 2011;Lukin et al, 2004;Xu & Liu, 2009).…”

Section: Discussionmentioning

confidence: 99%

A Generalizability Approach to the Measurement of Score Reliability of the Teacher Assessment Literacy Questionnaire

Alkharusi

2012

JSE

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Classroom assessment is one of the main responsibilities of the teachers. Sound classroom assessment practices require teachers to have adequate levels of knowledge and skills in the educational assessment. The Teacher Assessment Literacy Questionnaire (TALQ) was developed by Plake and Impara (1992) to measure teachers' knowledge and understanding of the basic principles of the educational assessment. This study applied generalizability theory to estimate the dependability of the TALQ's scores for pre-service teachers (N = 259) enrolled in an educational measurement course at Sultan Qaboos University in Oman. Results showed that the scores are highly generalizable across items with relatively small item variance components. Implications are discussed in relation to the reliability theory.

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Section: Discussionmentioning

confidence: 99%

A Generalizability Approach to the Measurement of Score Reliability of the Teacher Assessment Literacy Questionnaire

Alkharusi

2012

JSE

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“…Educational assessment can be a powerful tool in making improvements in educational systems (Koh, 2011). Yet, its effectiveness depends on teachers' attitudes, competence, knowledge, and practices due to the continual interaction between these dimensions (Calderhead, 1996).…”

Section: Introduce the Problemmentioning

confidence: 99%

Educational Assessment Attitudes, Competence, Knowledge, and Practices: An Exploratory Study of Muscat Teachers in the Sultanate of Oman

Alkharusi¹,

Aldhafri²,

Alnabhani³

et al. 2012

JEL

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Educational assessment can be a powerful tool in enhancing classroom instruction and student performance. Yet, its effectiveness relies on the beliefs and knowledge of those who apply it on a daily classroom basis. This study explored attitudes, competence, knowledge, and practices of teachers about educational assessment. Participants were 165 in-service teachers teaching various subject areas in grades 5 to 10 randomly selected from Muscat educational governorate in the Sultanate of Oman. The study employed a descriptive survey research design. Results revealed that although teachers held a favorable attitude towards and perceived themselves as being competent in educational assessment, they demonstrated a low level of knowledge in educational assessment. Teachers used a variety of assessments in the classroom primarily for assigning grades and motivating students to learn, with some variations by gender, grade level, and subject area. Teaching load and teaching experience accounted for some of the variations in teachers' educational assessment practices. Implications for professional development of teachers in educational assessment as well as recommendations for future research were discussed.

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“…Algunos estudios realizados por investigadores del NIE han investigado la eficacia de cursos/programas formales específicos de DPD y otros proyectos de colaboración universidad-escuela centrados en matemáticas (Kaur, 2011), en ciencias (Tan y Nashon, 2013), en artes y música (Costes-Onishi y Caleon, 2014), y en prácticas de evaluación de la alfabetización (Koh, 2011). La mayoría de la investigación publicada es cualitativa y se basa en números reducidos de participantes.…”

Section: Direcciones Futurasunclassified

Desarrollo Profesional Docente en Singapur: Describiendo el Panorama

Bautista

Wong

Gopinathan

2015

PSYE

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RESUMEN:Este artículo describe el modelo de desarrollo profesional docente (DPD) en Singapur, uno de los países con mejor desempeño en educación a nivel mundial. Ofrecemos una visión general de los recursos disponibles para los aproximadamente 30.000 profesores de las 350 escuelas primarias y secundarias gestionadas por el Ministerio de Educación (MOE). Nos centramos en los tres principales proveedores de DPD: el Instituto Nacional de Educación, la Academia de Profesores de Singapur y los seis Centros de Excelencia, y las propias escuelas. Guiados por el "Modelo de Crecimiento Docente", el objetivo de dichos proveedores es fomentar un DPD coherente con los intereses de los profesores, con las necesidades de las escuelas, y el con el currículo nacional. Los profesores disponen de una asignación de DPD excepcionalmente alta (hasta 100 horas voluntarias anuales). Hay varios tipos de actividades en las que los docentes pueden participar, desde cursos formales y estructurados hasta iniciativas innovadoras de naturaleza informal (investigación-acción, "lesson study"). Profesores con diferentes niveles de experiencia y perfiles profesionales tienen acceso a diferentes oportunidades de DPD. La mayor parte focaliza en contenidos disciplinares específicos y proporciona a los profesores oportunidades para el aprendizaje colaborativo, el intercambio y la colaboración. De hecho, recientemente se ha requerido a todas las escuelas de Singapur adoptar el modelo de Comunidades de Aprendizaje Profesional (CAP). Concluimos que este abanico de recursos de DPD, considerados en conjunto, presenta las características del DPD de "alta calidad" descrito en la literatura internacional. Sin embargo, sugerimos que es necesaria más investigación que examine el grado en que este ambicioso modelo de DPD está mejorando el conocimiento y las prácticas docentes de los profesores, y en última instancia del aprendizaje de los alumnos.Palabras clave: desarrollo profesional docente; Singapur, profesores en ejercicio, aprendizaje del profesor Teacher Professional Development in Singapore:Depicting the Landscape ABTRACT: This article depicts the landscape of teacher professional development (PD) in Singapore, one of the world's top-performing countries in education. We provide an overview of the resources available to the approximately 30,000 teachers within the 350

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Improving teachers’ assessment literacy through professional development

Cited by 121 publications

References 26 publications

A Generalizability Approach to the Measurement of Score Reliability of the Teacher Assessment Literacy Questionnaire

A Generalizability Approach to the Measurement of Score Reliability of the Teacher Assessment Literacy Questionnaire

Educational Assessment Attitudes, Competence, Knowledge, and Practices: An Exploratory Study of Muscat Teachers in the Sultanate of Oman

Desarrollo Profesional Docente en Singapur: Describiendo el Panorama

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