Teachers' assessment practices are invariably related to their knowledge, skills, and beliefs or their assessment literacy. While teachers' assessment literacy continues to gain attention, there is limited empirical research on the relationship between assessment literacy and teachers' practices and beliefs, in particular junior secondary school…

Classroom assessment, as a crucial element of the teaching journey, plays a significant part in enhancing student achievement, student learning, and teacher instruction. As such, teachers should possess a good grasp of assessment literacy. This study aimed to explore the EAP teachers' perceptions regarding the demand for in-service training in…

The purpose of this study is to investigate the curricular manifestation of summative assessment literacy in language pre-service teacher education at three universities in Sweden and Finland through multiple case studies. Data sources included program guidelines, course curricula, and study guides. A thematic approach was used to analyze the data…

Considerable literature is devoted to teachers' assessment use to support teaching and learning. The study examined the factor structure of a measure of teachers' assessment use along the assessments "of", "for", and "as" learning purpose dimensions. The study also examined the factor structure of teachers' perceived…

Drawing upon the model for science teacher assessment literacy developed by [Abell, S. K., & Siegel, M. A. (2011). Assessment literacy: What science teachers need to know and be able to do. In "The professional knowledge base of science teaching" (pp. 205-221). Springer. https://doi.org/10.1007/978-90-481-3927-9_12], this study…

Traditionally in England, exam results in General Certificates of Secondary Education (GCSEs) (and before them O levels) and A levels have been reported as letter grades, with A (or A*) as the top grade, then B, C etc. The reforms gave the opportunity to revisit the arguments for different formats of reporting, and Cambridge Assessment contributed…

There is a shift towards increased accountability and assessment in schools and this is echoed in an Irish context, with assessment a neglected area of study in teacher education programmes. The aim of this study is to explore teacher educators understanding of school-based assessment practices and how they prepare pre-service teachers to assess…

In this column, the author revisits who we are as assessment professionals, how we are trained, what our role is, and what our responsibilities are--to ourselves as a community, to our colleagues in education, at our institution, and to those we serve-- especially from an equity lens. They also share a few strategies to address the gaps they see.

This paper aims to explore the shared features of effective professional development programmes for improving teachers' assessment literacy (AL). On the basis of the literature review of 17 empirical studies related to teachers' AL improvement, the features of effectiveness can be categorized into three themes: 1) What (Content): The programme…

Students' engagement in assessment is theoretically and empirically supported to increase their learning outcomes, but the assessment knowledge and skills they need to actively engage in assessment remain poorly understood. We used a scoping review method to inform the screening and selection of literature, with 98 included in the analysis.…

This dissertation discusses the relationship between teacher sensemaking, attributions, and instructional adjustments prompted in response to student performance data. Through this qualitative observation study, this paper explores the varying perspectives of teachers, including their level of assessment literacy, and the dynamics of their…

Stakeholders in exam-driven countries are responsible for developing test-related tasks to assess the quality of English as a Foreign Language (EFL) teaching and learning. Hence, the language assessment literacy (LAL) of different stakeholders has to be investigated. This mixed-methods study explored the required LAL competencies among two groups…

Purpose: Using the assessment literacy framework, the purpose of this study was to explore preservice teachers understanding and enactment of the message system during an early field experience. Method: Six PTs employed SE seasons totaling 540 min. Seven qualitative data methods were utilized. Data analysis included deductive and inductive…

The purpose of this study is to investigate summative assessment (SA) perceptions and the sources of summative assessment literacy for novice second/foreign language teachers in Sweden and Finland. Data were collected through a questionnaire (N = 27) and a semi-structured interview (N = 22) from a group of novice teachers who graduated from two…

In this study, we examine how university teachers perform teacher feedback literacy (TFL) during problem-based peer mentoring meetings (PPM). Using video observations, we analyse the topics and moment-to-moment interactions as the teachers collectively reflect on challenges experienced during feedback encounters with their graduate students and…