Measuring Teachers' Knowledge and Application of Classroom Assessment Concepts: Development of Assessment Literacy Inventory for Korean Teachers

• In Event: Classroom Assessment SIG Posters: On Assessing Collaborative Learning and Oral Participation, Designing Assessments, Formative Assessment

Abstract

We conducted a pilot study to measure Korean teachers’ assessment literacy, using a modified Assessment Literacy Inventory (ALI) in Korean context. The psychometric qualities of the ALI indicated that it is inappropriate to use for Korean teachers. The overall reliability was acceptable, but the item difficulty and discrimination extensively distributed, suggesting that it possesses the inadequate psychometric properties as a criterion test. As seen in prior studies, Korean teachers also showed the low level of assessment competency, meaning that they need more assessment training. To complement this study, the ALI needs to be overall revised adding contextual varieties and to conduct a replicated study with a large-scale sample employing the item response theory.

Author

• Jeongim Jin, Arizona State University