Abstract
Teachers' Assessment Literacy (AL) is an essential part of their teaching competence. Assessment literacy, defined as a dynamic, embedded social process, involves eight aspects: 1) (self-)reflecting, 2) updating, 3) conscientious decision-making, 4) aligning, 5) collaborating, 6) improving and innovating, 7) seeking new perspectives, and 8) dealing with tensions. This large-scale study aimed to explore teachers’ conceptions of assessment literacy and distinguish differences across various assessment-related situations. Data were collected from 510 teachers at 18 universities of applied sciences through an online questionnaire. Teachers conceived of the eight AL aspects as equally important. Intercorrelation among teachers’ conceptions of the aspects indicate interdependency. Higher professional educational teachers’ conceptions of assessment literacy appear to be stable across assessment-related situations.
Original language | English |
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Title of host publication | EARLI SIG 1 Conference; Book of abstracts: Assessment and inclusivity in the era of digital transformation, 26-28 June 2024, Barcelona, Spain |
Pages | 24 |
Number of pages | 1 |
Publication status | Published - 28 Jun 2024 |
Event | EARLI SIG 1 conference: Assessment and Inclusivity in the Era of Digital Transformation - Universitat Oberta de Catalunya, Barcelona, Spain Duration: 26 Jun 2024 → 28 Jun 2024 https://sig1conference.wordpress.com/ |
Conference
Conference | EARLI SIG 1 conference: Assessment and Inclusivity in the Era of Digital Transformation |
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Country/Territory | Spain |
City | Barcelona |
Period | 26/06/24 → 28/06/24 |
Internet address |
Keywords
- Assessment literacy
- Higher professional education
- Teachers' conceptions
- Quantitative Research
- Survey