ERIC Number: ED482277
Record Type: RIE
Publication Date: 2003-Oct
Preservice Versus Inservice Teachers' Assessment Literacy: Does Classroom Experience Make a Difference?
Mertler, Craig A.
Assessing student performance is one of the most critical aspects of the job of a classroom teacher; however, many teachers do not feel adequately prepared to assess their students' performance. In order to measure and compare preservice and inservice teachers'"assessment literacy," both groups were surveyed using the Classroom Assessment Inventory (CALI), which was designed to parallel the "Standards for Teacher Competence in the Educational Assessment of Students." Inservice teachers performed highest on Standard 3"Administering, Scoring, and Interpreting Results of Assessments"and lowest on Standard 5"Developing Valid Grading Procedures." Respondents were 67 preservice teachers and 197 inservice teachers. Preservice teachers performed highest on Standard 1"Choosing Appropriate Assessment Methods"and lowest on Standard 5"Developing Valid Grading Procedures. Comparisons between the two groups revealed significant differences on five of seven competency areas, as well as on the total scores. In all cases where significant differences were found, the inservice teachers scored higher than their preservice counterparts. (Contains 2 tables and 25 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Columbus, OH, October 15-18, 2003).