Teacher Outcomes From a Statewide Initiative to Build Assessment Literacy

• In Event: Professional Development Assessment

Abstract

Efforts to build teacher assessment literacy are a common element of contemporary professional development efforts. The present study examines outcomes related to a state department of education-sponsored initiative in the northwestern United States. Results show no change in teacher knowledge of assessment concepts before and after the training initiative. Changes were observed, however, in teacher self-efficacy for assessment tasks. Implications for practice and scholarship are discussed.

Authors

• Chad M. Gotch, Washington State University

• Cristen McLean, Oregon Department of Education