Teachers' Conceptions of Large-Scale Assessment: Implications for Assessment Literacy

• In Event: Sheraton Roundtable Session Sixteen
  In Roundtable Session: Educator Orientations to Student Assessment (Table 5)

Abstract

Over the last decades, the demand of assessment literate teachers arose clearly, mapping out the changes that teachers need in practice in order to ensure sound instructional decision-making and enable better learning for students. Despite the current educational policy and trends in research, teachers in Italy tend to avoid using large-scale assessment results and continue to perceive this assessment as improper and ineffective. To shed light on the reasons for teachers’ negative conceptions of the national large-scale assessment programme, a qualitative study was conducted drawing data from semi-structured interviews with 70 teachers. The discussion on limitations of and issues encountered in large-scale assessments addresses policy implications for teachers’ assessment literacy, as well as for their professional development.

Author

• Serafina Pastore, University of Bari
  Presenting Author