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Education Sciences
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Classroom Assessment Literacy: Exploring Teachers’ Knowledge and Skills for Assessment
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Classroom Assessment Literacy: Exploring Teachers’ Knowledge and Skills for Assessment

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (31 August 2024) | Viewed by 6717

Special Issue Editors

Prof. Sarah M. Bonner

E-Mail Website
Guest Editor
Hunter College, City University of New York, New York, NY, USA
Interests: validity in classroom assessment; classroom assessment in support of self-regulated learning; cognitive processes during test performance; teacher beliefs about grading
Dr. Chad M. Gotch

E-Mail Website
Guest Editor
Department of Kinesiology and Educational Psychology, Washington State University, Pullman, WA, USA
Interests: teacher assessment literacy; communication of assessment results; validity in assessment

Special Issue Information

Dear Colleagues,

Classroom assessment (CA) comprises an array of informal and formal practices that teachers use to obtain, analyze, interpret, and communicate information about student performance to support goal-oriented learning, make instructional decisions, and evaluate classroom achievement.

There is a strong—though by no means exhaustive—body of research on how high-quality CA practices such as feedback and self-assessment can support learning processes, as well as on teacher grading. However, there is still much unexplored territory which needs to be elucidated in order to be able to implement high-quality CA practices—to be “assessment literate”. The need for research on assessment literacy is especially pressing as technological advances, attention to social–emotional learning, and renewed concern for fairness change the nature of what is assessed in contemporary classrooms, and also how this is assessed.

This Special Issue aims to extend the knowledge base about what it means for teachers to be CA literate. The scope of appropriate types of research includes experimental, quasi-experimental, and correlational research; case studies, content analyses, and other types of qualitative research; measurement studies; and conceptual work.

Research topics may include (but are not limited to) the following:

  • Teacher knowledge and skills for CA in general, or specific CA practices, e.g.:
    • Task design;
    • Work interpretation;
    • Feedback;
    • Communication;
    • Grading;
    • Using assessment technology.
  • Professional development to improve CA literacy;
  • Teaching for CA literacy;
  • CA literacy in specific domains, e.g., math, writing;
  • Cognitive and non-cognitive correlates of CA literacy;
  • Measurement of CA literacy;
  • Conceptual analyses of CA literacy.

……

Prof. Sarah M. Bonner
Dr. Chad M. Gotch
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • assessment literacy
  • classroom assessment
  • assessment competencies
  • formative assessment skills
  • grading practices
  • teacher education
  • preservice teacher education

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Published Papers (5 papers)

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Research

16 pages, 872 KiB  
Article
The Relationship Between Teachers’ Equity Orientation and Instructional Usefulness of Assessments of and for Learning
by Divya Varier, Marvin G. Powell, Stephanie Dodman, Jenice L. View and Elizabeth DeMulder
Educ. Sci. 2024, 14(11), 1183; https://doi.org/10.3390/educsci14111183 - 29 Oct 2024
Viewed by 617
Abstract
The article presents findings from a survey study of K-12 teachers in the mid-Atlantic United States about their assessment practice. Guided by two frameworks related to teacher assessment literacy in practice and critical-data-driven decision-making, we investigated how teachers’ equity orientation is related to [...] Read more.
The article presents findings from a survey study of K-12 teachers in the mid-Atlantic United States about their assessment practice. Guided by two frameworks related to teacher assessment literacy in practice and critical-data-driven decision-making, we investigated how teachers’ equity orientation is related to their perceived instructional usefulness of standardized assessments of learning and assessments for learning. Structural equation models revealed defensible contributions of equity orientation and assessment preparation and professional development, specifically, teachers’ motivations for joining the profession, preparation for reflective practice and equity-oriented practice, and beliefs about societal equality to their perceived usefulness of assessments. Findings provide empirical evidence to situate the role of and influences on assessment practices in supporting equitable learning environments. Full article
(This article belongs to the Special Issue Classroom Assessment Literacy: Exploring Teachers’ Knowledge and Skills for Assessment)
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17 pages, 239 KiB  
Article
Showing What They Know: How Supervisors Express Their Assessment Literacy
by Erin Riley-Lepo, Nicole Barnes and Helenrose Fives
Educ. Sci. 2024, 14(10), 1075; https://doi.org/10.3390/educsci14101075 - 1 Oct 2024
Viewed by 642
Abstract
This study examines the assessment literacy of university-based student teaching supervisors in a teacher education program. The first author engaged in an inquiry community with three supervisors from the program. Using the four dimensions of the Approaches to Classroom Assessment Inventory (ACAI) framework, [...] Read more.
This study examines the assessment literacy of university-based student teaching supervisors in a teacher education program. The first author engaged in an inquiry community with three supervisors from the program. Using the four dimensions of the Approaches to Classroom Assessment Inventory (ACAI) framework, we sought to expose the specific phenomena of supervisors’ articulation of the ACAI dimensions of assessment literacy. We organized our findings around the dimensions: assessment process, assessment product, assessment fairness, and assessment theory. We found that supervisors expressed multiple dimensions of assessment within their inquiry community meeting discussions and interviews and expressed varied knowledge and prioritization of each dimension. We also found that supervisors did not discuss the dimensions of the ACAI in isolation, instead, they illustrated the complex interplay among assessment and other pedagogical constructs. These findings provide an initial contribution to the literature on supervisors’ assessment literacy, which could inform research and practice. Full article
(This article belongs to the Special Issue Classroom Assessment Literacy: Exploring Teachers’ Knowledge and Skills for Assessment)
32 pages, 6906 KiB  
Article
How Can Crosscutting Concepts Organize Formative Assessments across Science Classrooms? Results of a Video Study
by Clarissa Deverel-Rico, Erin Marie Furtak, Sanford R. Student and Amy Burkhardt
Educ. Sci. 2024, 14(10), 1060; https://doi.org/10.3390/educsci14101060 - 27 Sep 2024
Viewed by 1049
Abstract
Ambitious approaches to science teaching feature collaborative learning environments and engage students in rich discourse to make sense of their own and their peers’ ideas. Classroom assessment must cohere with and mutually reinforce these kinds of learning experiences. This paper explores how teachers’ [...] Read more.
Ambitious approaches to science teaching feature collaborative learning environments and engage students in rich discourse to make sense of their own and their peers’ ideas. Classroom assessment must cohere with and mutually reinforce these kinds of learning experiences. This paper explores how teachers’ enactment of formative assessment tasks can support such an ambitious vision of learning. We draw on video data collected through a year-long investigation to explore the ways that co-designing formative assessments linked to a learning progression for modeling energy in systems could help teachers coordinate classroom practices across high school physics, chemistry, and biology. Our analyses show that while there was some alignment of routines within content areas, students had differential opportunities to share and work on their ideas. Though the tasks were constructed for surfacing students’ ideas, they were not always facilitated to create space for teachers to take up and work with those ideas. This paper suggests the importance of designing and enacting formative assessment tasks to support ambitious reform efforts, as well as ongoing professional learning to support teachers in using those tasks in ways that will center discourse around students’ developing ideas. Full article
(This article belongs to the Special Issue Classroom Assessment Literacy: Exploring Teachers’ Knowledge and Skills for Assessment)
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13 pages, 577 KiB  
Article
Unveiling Classroom Assessment Literacy: Does Teachers’ Self-Directed Development Play Out?
by Ling Gan and Ricky Lam
Educ. Sci. 2024, 14(9), 961; https://doi.org/10.3390/educsci14090961 - 1 Sep 2024
Viewed by 922
Abstract
Ideally, teachers’ classroom assessment literacy can be developed through in-service teacher education or assessment training from institutions. Yet in reality, teachers may not gain sufficient assessment training on the job or from institutionalised training programmes. This contextual disadvantage cannot explain teacher inertia in [...] Read more.
Ideally, teachers’ classroom assessment literacy can be developed through in-service teacher education or assessment training from institutions. Yet in reality, teachers may not gain sufficient assessment training on the job or from institutionalised training programmes. This contextual disadvantage cannot explain teacher inertia in advancing their professional knowledge and their skills in classroom-based assessment. Instead, teachers are encouraged to proactively rely on themselves to enhance their CAL amid their tried-and-tested assessment practices. The current qualitative case study explores how a university English teacher directed herself to develop CAL in her assessment practices over time. Data were collected through narrative frames, interviews with the teacher and her students, classroom observations, and documents. This study shows that self-directed CAL development may be buttressed by the teacher’s prior assessment experiences. The teacher’s self-agency and reflections further empowered her to acquire the assessment knowledge, skills, and experience in improving assessment effectiveness. The implications for enhancing self-directed professional development in assessment are also discussed. Full article
(This article belongs to the Special Issue Classroom Assessment Literacy: Exploring Teachers’ Knowledge and Skills for Assessment)
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15 pages, 258 KiB  
Article
Educational Assessment Knowledge and Skills for Teachers Revisited
by Susan M. Brookhart
Educ. Sci. 2024, 14(7), 751; https://doi.org/10.3390/educsci14070751 - 10 Jul 2024
Cited by 1 | Viewed by 2308
Abstract
In this article, I provide an update to a previous list of Educational Assessment Knowledge and Skills for Teachers. I argue that recent work in classroom assessment suggests expanding the list in several ways, adding additional statements about formative assessment’s connection to student [...] Read more.
In this article, I provide an update to a previous list of Educational Assessment Knowledge and Skills for Teachers. I argue that recent work in classroom assessment suggests expanding the list in several ways, adding additional statements about formative assessment’s connection to student learning and statements about assessment practices in their various contexts. This view of educational assessment knowledge and skills for teachers as contextual and situated was absent from the original 2011 list. Full article
(This article belongs to the Special Issue Classroom Assessment Literacy: Exploring Teachers’ Knowledge and Skills for Assessment)
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