Start Date
25-8-2022 7:00 PM
End Date
25-8-2022 8:00 PM
Subjects
Assessment literacy, Teacher competencies, Evaluative thinking, Formative assessment, Frameworks, Professional development, Primary secondary education
Abstract
Teachers play a central role in facilitating learning and empowering learners (Pastore & Andrade, 2019). They must possess a high level of assessment literacy to properly fulfil their role of implementing teaching and facilitating students’ learning (Hattie, 2009). Without it, the quality of educational provision can be impacted (Looney et al., 2018). The expectations placed on teachers in relation to their assessment knowledge and skills tend to focus on their ability to design and implement assessment with students, and to use assessment data to inform teaching practices (Brookhart, 2011). Much of the emphasis in the literature is on the mechanical processes involved in assessment, and on what is required by individual teachers (DeLuca & Bellara, 2013). Our holistic approach conceptualises assessment literacy as relating to teachers’ assessment competence, sound practices, socio-cultural understandings, and how these are embedded within the educational context (DeLuca et al., 2019). The focus is on the body of teachers within a school; many practicing teachers are at a novice stage in their professional practice (Xu, 2017) and teaching needs to be supported by school structures for optimal student learning (Crichton & McDaid, 2016)
Recommended Citation
Krstic, S., Manlove, S., & Richardson, S. (2022). Twilight session: Teachers’ assessment literacy and design competence framework. In K. Burns (Ed.), Research Conference 2022: Reimagining assessment: Proceedings and program. Australian Council for Educational Research. https://doi.org/10.37517/978-1-74286-685-7-8
Copyright Statement
Copyright Australian Council for Educational Research 2022
Place of Publication
Melbourne, Australia
Publisher
Australian Council for Educational Research
ISBN
978-1-74286-685-7
DOI
https://doi.org/10.37517/978-1-74286-685-7-8
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons
Teachers’ assessment literacy and design competence framework
Teachers play a central role in facilitating learning and empowering learners (Pastore & Andrade, 2019). They must possess a high level of assessment literacy to properly fulfil their role of implementing teaching and facilitating students’ learning (Hattie, 2009). Without it, the quality of educational provision can be impacted (Looney et al., 2018). The expectations placed on teachers in relation to their assessment knowledge and skills tend to focus on their ability to design and implement assessment with students, and to use assessment data to inform teaching practices (Brookhart, 2011). Much of the emphasis in the literature is on the mechanical processes involved in assessment, and on what is required by individual teachers (DeLuca & Bellara, 2013). Our holistic approach conceptualises assessment literacy as relating to teachers’ assessment competence, sound practices, socio-cultural understandings, and how these are embedded within the educational context (DeLuca et al., 2019). The focus is on the body of teachers within a school; many practicing teachers are at a novice stage in their professional practice (Xu, 2017) and teaching needs to be supported by school structures for optimal student learning (Crichton & McDaid, 2016)