A Teacher's Assessment for Learning Competency Framework: Development and Application

• In Event: 61.061 - Teachers' Perceptions and Practices of Classroom Assessment

Abstract

This paper presents an empirically driven framework for teacher assessment for learning (AfL) competency. Both exploratory and confirmatory factor analyses, and latent profile analysis were used. Results show that teacher competency in the AfL has six components at the first-order factor level with teachers as student assessors, pedagogy experts, partners with students, motivators for student learning, teachers as learners, and partners with stakeholders. A single broad factor emerged at the second-order factor level. Latent class analysis indicates a good statistical fit with five classes of teachers based from their profiles of the AfL practice. The findings highlight new conceptualisations of teacher’s assessment competency including a new way of categorising teacher’s assessment practices, and developing a typology of teachers AfL competence.

Authors

• Dennis Antonio Alonzo, University of New South Wales

• Jihyun Lee, National Institute of Education - Nanyang Technological University

• Chris Davison, University of New South Wales