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ERIC Number: EJ1084953
Record Type: Journal
Publication Date: 2015
Pages: 29
Abstractor: As Provided
Reference Count: 132
ISBN: N/A
ISSN: ISSN-1380-3611
Modelling Beginning Teachers' Assessment Literacy: The Contribution of Training, Self-Efficacy, and Conceptions of Assessment
Levy-Vered, Adi; Alhija, Fadia Nasser-Abu
Educational Research and Evaluation, v21 n5-6 p378-406 2015
Teachers devote a substantial amount of their time to assessment-related activities. This study aimed to describe beginning teachers' assessment literacy and to examine a structural model that binds assessment literacy with assessment training, self-efficacy, and conceptions of assessment. Data were collected from 327 Israeli inductee teachers and beginning teachers, using 3 questionnaires and a test in assessment literacy. Descriptive results revealed a moderate level of assessment literacy among inductee teachers and beginning teachers. A revised structural model fits the data well. Training in assessment and conceptions of assessment exert a direct positive effect on assessment literacy and account for a substantial amount (68%) of the variance in this variable. Training in assessment and assessment literacy directly and indirectly affect assessment self-efficacy. This study provides policy makers with practical recommendations regarding suitable methods for training teachers in assessment.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel