Teacher Assessment Literacy: Finding a New Working Definition

• In Event: Marriott Roundtable Session 44
  In Roundtable Session: Conceptual and Empircal Advances in Classroom Assessment

Abstract

This paper focuses on teacher assessment literacy. Demands for accountability and expectations of increasing test scores require that teachers develop new competencies in the assessment domain. Over the years, the assessment literacy concept has been recognized as a key element to understand how teachers navigate this difficult terrain and incorporate assessment instances and practices. The proposed paper is part of a research project aimed at investigating the construct of teacher assessment literacy and its implications for teacher professional development in Italy, where this topic is still a neglected area of research. The paper presents the results of the first round of a comparative Delphi inquiry with Italian and international experts on assessment literacy and teacher education.

Authors

• Serafina Pastore, University of Bari, Italy

• Heidi L. Andrade, University at Albany - SUNY