Christopher DeLuca|Andrew Coombs|Stephen MacGregor|Amirhossein Rasooli
Toward a Differential and Situated View of Assessment Literacy: Studying Teachers' Responses to Classroom Assessment Scenarios
Queen's University|Queen's University|Queen's University|Queen's University
research consistently demonstrated teachers assessment actions significant influence students learning experience achievement much assessment research date investigated teachers understandings assessment purposes developing assessment literacy specific classroom assessment practices studies explored teachers differential responses specific common classroom assessment scenarios drawing contemporary view assessment literacy providing empirical evidence assessment literacy differential situated professional competency purpose study explore teachers approaches assessment closely examining differential responses common classroom assessment scenarios drawing data 453 beginning teachers asked consider teaching context identify likely actions response common assessment scenarios paper makes case situated contextualized view assessment work providing empiricallyinformed basis reconceptualizing assessment literacy negotiated situated differential across teachers scenarios contexts data survey presents teachers assessment scenarios analyzed descriptive statistics significance testing observe similarities differences scenario participants teaching division ie elementary secondary paper concludes considering implications assessment literacy theory future related research