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ERIC Number: EJ1152411
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: ERIC
ISBN: N/A
ISSN: EISSN-2470-6353
EISSN: N/A
Improving Urban Teachers' Assessment Literacy through Synergistic Individualized Tutoring and Self-Reflection
Murphy Odo, Dennis
Networks: An Online Journal for Teacher Research, v17 n2 Article 5 Fall 2015
Assessment literacy entails understanding and proper use of assessments based on knowledge of theoretical and philosophical foundations of the measurement of students' learning (Volante & Fazio, 2007). It includes knowledge of formative and summative assessment, classroom and large-scale assessment, key psychometric concepts (Deluca & Klinger, 2010). Assessment literacy is crucial so that educators can support and measure teaching and learning. In this reflective piece, the author provides an account of one method he is developing for fostering the assessment literacy of pre-service teachers' in an Master of Arts in Teaching program through individualized tutoring of K-6 learners that also incorporated collaborative reflection. This method was developed for a pre-service teacher education course on individualized literacy assessment and instruction.
New Prairie Press, Kansas State University Libraries. 137 Hale Library, Manhattan, KS 66506. e-mail: nppress@ksu.edu; Web site: http://newprairiepress.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A