NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1118826
Record Type: Journal
Publication Date: 2016
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1062-7197
Approaches to Classroom Assessment Inventory: A New Instrument to Support Teacher Assessment Literacy
DeLuca, Christopher; LaPointe-McEwan, Danielle; Luhanga, Ulemu
Educational Assessment, v21 n4 p248-266 2016
Teacher assessment literacy has become a central priority across many educational systems in North America and elsewhere in response to growing accountability demands. Although many scholars have aimed to measure teacher assessment literacy, recent research has identified that current assessment literacy instruments do not fully reflect current transformations in the assessment landscape and remain predicated on dated standards for teacher classroom assessment practice. Given significant shifts in classroom assessment over the past 20 years, the purpose of this article is to construct a reliable instrument reflective of contemporary assessment practices and contexts. Specifically, this article describes our instrument development process including construct validation and reliability testing with more than 400 teachers. The result of this research is the Approaches to Classroom Assessment Inventory, which can be used by researchers and practitioners to support teacher assessment literacy in relation to the current accountability framework evident across educational systems.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; North America
Grant or Contract Numbers: N/A