Christopher Charles Deneen|Gavin Brown
The impact of conceptions of assessment on assessment literacy in a teacher education program
Nanyang Technological University|University of Auckland
assessment literacy considered essential modern teaching time assessment literacy evolved include measurement assessment learning perspectives time research teachers conceptions purpose role assessment demonstrates increasing evidence impact teachers conceptions assessment practices conjunction two factors assessment literacy conceptions assessment adequately explored study addresses need examining impact masters level teacher education course educational assessment student teachers expressed literacy conceptions assessment achievement data collected interviews conducted class 32 preservice practicing teachers inferential analysis qualitative coding applied data analytical results included strong polarized affective component positive negative affective conceptions appeared independent level academic achievement academic achievement appeared play role allowing deeper articulation conceptions accompany particular conceptual changes findings suggest fluency factual knowledge ie assessment literacy enhanced conceptions assessment may influence application assessment literacy changed mediating influence assessment course implications results apparent disconnection assessment literacy teacher education practice explored