Modeling Assessment Literacy of Beginning Teachers: The Contribution of Training and Conceptions

• In Event: Poster Session 6
  In Poster Session: Studies of Assessment Comparability, Teacher Perceptions and Use of Data, and Student Preparation for Testing

Abstract

Teachers devote a substantial amount of their time to assessment related activities. This study aimed to describe beginning teachers' assessment literacy and to examine a structural model that binds assessment literacy with assessment training, self-efficacy and conceptions of assessment. Data were collected from 327 Israeli beginning teachers in Israel, analysis of 18 syllabi and a test in "assessment literacy". Descriptive results revealed poor assessment literacy among beginning teachers indicating failure to meet the expected standards. The proposed structural model fits the data well. Training in assessment, self-efficacy and conceptions of assessment accounted for substantial amount (62%) of the variance in assessment literacy. This study provides policy makers with practical recommendations as to proper ways for training teachers in assessment.

Authors

• Adi Levy-Vered, Beit Berl College

• Fadia M Nasser-Abu Alhija, Tel Aviv University