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ERIC Number: ED455280
Record Type: Non-Journal
Publication Date: 2001-Apr
Pages: 30
Abstractor: N/A
Teachers' Assessment Competencies.
Arce-Ferrer, Alvaro J.; Cab, Victor Pech; Cisneros-Cohernour, Edith J.
This paper summarizes main findings from an investigation of the familiarity and importance of assessment practices from the perspectives of Mexican teachers, counselors, and administrators. A survey that listed 74 practices, sampling 7 areas of competencies, was assembled from the Code of Fair Testing Practices in Education, the Standards for Teacher Competence in Educational Assessment of Students, Career Counseling Competencies, and relevant assessment practices for Mexico. The survey inquired about the degree of familiarity and degree of importance of the practices for professional development using a continuous score scale. The survey was administered to 200 participants from southern Mexico. Results indicate the familiarity of participants with a great number of the assessment practices. Teachers' answers about the importance of assessment practices for professional development clustered into three groups: (1) skill in choosing assessment methods for instructional decisions; (2) increasing reliability of tests for grading; and (3) skill in communicating assessment results to students. Among the somewhat important knowledge and skills participants identified examining samples of questions or specimen sets, making the least possible measurement error in assessment, and acquiring knowledge about current issues related to computer-assisted career guidance. A third group of practices, considered the least relevant, related to knowledge of statutes related to client confidentiality, knowledge of procedures parents or students may use to complain about assessment, and interpreting grade equivalency scores. (Contains 9 tables and 12 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Mexico