The overarching question for this study is: to what extent are teachers using summative assessment data in a formative way? A survey research design study was implemented to address this question. A web-based survey was administered to elementary, middle, and high school teachers in a large, suburban school division in central Virginia. The survey data were used to determine the frequency with which teachers administered specific types of summative assessments, analyzed student summative assessment data, made changes in their instructional practice as a result of their analysis, and the level of teachers’ assessment literacy. The results of this study suggest teachers are administering a variety of summative assessments, with varying frequencies, throughout the year and analyzing data on a regular basis. Teachers’ formative use of summative assessment data is most often demonstrated through analysis using central tendency statistics. Disaggregating data by content standards or student subgroups is not as frequently attempted. Regardless of the methods of data analysis, an overwhelming majority of teachers reported using assessment data results to evaluate their instructional practice and make changes to enhance student learning. The assessment literacy level of teachers did not appear to have any influence on the extent to which they use summative assessments in a formative way. However, assessment literacy scores did differ across teacher characteristics. High school teachers had a higher assessment literacy score than elementary school teachers, and teachers with graduate degrees scored higher than those with a bachelor’s degree. Experience mattered as well; more experienced teachers had a higher assessment literacy score than beginning teachers. Finally, science and mathematics teachers had a higher assessment literacy score than elementary teachers. The findings of this study give building administrators and staff development leaders insight into current instructional practices of teachers. Additionally, a general measure of assessment literacy establishes a baseline from which educational leaders can develop future training to raise the assessment literacy of teachers

Many lecturers at South African Higher Education Institutions (HEIs) are not necessarily equipped for the challenges imposed on them. Some academic staff join HEIs as subject specific experts from industry and the corporate world and do not necessarily have education qualifications or experience in lecturing and assessing students. This research was prompted by the researcher’s observations that newly appointed academic staff at Midrand Graduate Institute (MGI) are not formally inducted into their primary duties as lecturers encompassing general classroom practices related to teaching, learning and assessment. Academic staff at MGI have also reported specific concerns about their preparedness to utilize assessment effectively. As a result, there appeared to be a need to gather information which could inform the development of an assessment induction programme for MGI. By conducting a literature and an empirical study, existing assessment induction programmes and assessment literacy as co-determinants for developing an assessment induction programme for MGI were investigated. The literature study focused on the theoretical foundations of induction programmes, assessment and assessment literacy. For the empirical part of the study a mixed method, multiphase design was applied. By means of a document analysis the nature and scope of existing assessment induction programmes at purposively selected South African HEIs was examined. The quality of assessment literacy of academic staff at MGI was determined through questionnaires and interviews. A total number of 101 academic staff, representing various post levels, participated in the research. The key findings of the empirical study revealed that existing assessment induction programmes at South African HEIs are offered at times when academic staff are available and that the duration of such programmes differs significantly from institution to institution. It is expected that new and experienced staff must attend the programmes and although the programmes appear to be unique, they all share common content. In all cases, Staff Development Units are responsible for facilitating the assessment induction programmes. With regard to the assessment literacy of academic staff at MGI, it was determined that their assessment literacy is not compatible with the levels on which they lecture. This was revealed through the challenges they experienced when they were required to explain the assessment process, order the levels of Bloom’s taxonomy and match assessment concepts with appropriate explanations. It was further discovered that the respondents regarded induction programmes which are specifically aimed at academic elements such as lecturing responsibilities, classroom management and assessment as essential for their personal development. From the research findings the researcher developed a set of guidelines which are proposed for developing an assessment induction programme for MGI. / PhD (Learning and Teaching), North-West University, Vaal Triangle Campus, 2014

Many lecturers at South African Higher Education Institutions (HEIs) are not necessarily equipped for the challenges imposed on them. Some academic staff join HEIs as subject specific experts from industry and the corporate world and do not necessarily have education qualifications or experience in lecturing and assessing students. This research was prompted by the researcher’s observations that newly appointed academic staff at Midrand Graduate Institute (MGI) are not formally inducted into their primary duties as lecturers encompassing general classroom practices related to teaching, learning and assessment. Academic staff at MGI have also reported specific concerns about their preparedness to utilize assessment effectively. As a result, there appeared to be a need to gather information which could inform the development of an assessment induction programme for MGI. By conducting a literature and an empirical study, existing assessment induction programmes and assessment literacy as co-determinants for developing an assessment induction programme for MGI were investigated. The literature study focused on the theoretical foundations of induction programmes, assessment and assessment literacy. For the empirical part of the study a mixed method, multiphase design was applied. By means of a document analysis the nature and scope of existing assessment induction programmes at purposively selected South African HEIs was examined. The quality of assessment literacy of academic staff at MGI was determined through questionnaires and interviews. A total number of 101 academic staff, representing various post levels, participated in the research. The key findings of the empirical study revealed that existing assessment induction programmes at South African HEIs are offered at times when academic staff are available and that the duration of such programmes differs significantly from institution to institution. It is expected that new and experienced staff must attend the programmes and although the programmes appear to be unique, they all share common content. In all cases, Staff Development Units are responsible for facilitating the assessment induction programmes. With regard to the assessment literacy of academic staff at MGI, it was determined that their assessment literacy is not compatible with the levels on which they lecture. This was revealed through the challenges they experienced when they were required to explain the assessment process, order the levels of Bloom’s taxonomy and match assessment concepts with appropriate explanations. It was further discovered that the respondents regarded induction programmes which are specifically aimed at academic elements such as lecturing responsibilities, classroom management and assessment as essential for their personal development. From the research findings the researcher developed a set of guidelines which are proposed for developing an assessment induction programme for MGI. / PhD (Learning and Teaching), North-West University, Vaal Triangle Campus, 2014

Dieser Beitrag möchte mit der Weiterentwicklung von Assessment Literacy für zukunftsfähige Lern- und Prüfungsumgebungen an Hochschulen (Advanced Learning and Examination Spaces) einen Beitrag zur Qualitätssicherung von Studium und Lehre leisten. Dazu wird die Entwicklung von Assessment Literacy bei Hochschullehrenden auf zwei Stufen dargelegt: Zunächst werden exemplarische Problemfelder aus verschiedenen Prüfungsformaten beschrieben und Lösungsvorschläge angeboten, um Ansatzpunkte für die Reflexion der eigenen Prüfungspraxis zu liefern (Kap. 2.1). Auf einer zweiten Stufe werden Assessments als Teil von kompetenzorientierten Lern- und Prüfungsumgebungen gesehen. Dazu wird das Konstrukt Kompetenz, dessen Bedeutung im Hochschulkontext sowie das Constructive Alignment als hochschuldidaktisches Planungsmodell für eine kompetenzorientierte Hochschullehre und als Steuerungsinstrument für die Qualitätssicherung von Prüfungen skizziert. Vor diesem Hintergrund werden Ansatzpunkte für das Konzept einer Assessment Literacy in Higher Education abgeleitet, die Funktionsweisen, Rahmenbedingungen und Formate des Prüfens in einen systematischen Zusammenhang bringen sollen (Abb. 1). Diese Wissenssammlung beansprucht nicht dem Leser Unbekanntes zu entdecken. Vielmehr soll Vorhandenes gesammelt, gesichtet, geordnet und bewertet werden und so als Ausgangsbasis für künftige Forschungen im Bereich des Lehrens und Lernens an Hochschulen dienen.

Dieser Beitrag möchte mit der Weiterentwicklung von Assessment Literacy für zukunftsfähige Lern- und Prüfungsumgebungen an Hochschulen (Advanced Learning and Examination Spaces) einen Beitrag zur Qualitätssicherung von Studium und Lehre leisten. Dazu wird die Entwicklung von Assessment Literacy bei Hochschullehrenden auf zwei Stufen dargelegt: Zunächst werden exemplarische Problemfelder aus verschiedenen Prüfungsformaten beschrieben und Lösungsvorschläge angeboten, um Ansatzpunkte für die Reflexion der eigenen Prüfungspraxis zu liefern (Kap. 2.1). Auf einer zweiten Stufe werden Assessments als Teil von kompetenzorientierten Lern- und Prüfungsumgebungen gesehen. Dazu wird das Konstrukt Kompetenz, dessen Bedeutung im Hochschulkontext sowie das Constructive Alignment als hochschuldidaktisches Planungsmodell für eine kompetenzorientierte Hochschullehre und als Steuerungsinstrument für die Qualitätssicherung von Prüfungen skizziert. Vor diesem Hintergrund werden Ansatzpunkte für das Konzept einer Assessment Literacy in Higher Education abgeleitet, die Funktionsweisen, Rahmenbedingungen und Formate des Prüfens in einen systematischen Zusammenhang bringen sollen (Abb. 1). Diese Wissenssammlung beansprucht nicht dem Leser Unbekanntes zu entdecken. Vielmehr soll Vorhandenes gesammelt, gesichtet, geordnet und bewertet werden und so als Ausgangsbasis für künftige Forschungen im Bereich des Lehrens und Lernens an Hochschulen dienen.

Increased state and federal accountability measures have made the assessment of student performance one of the most critical responsibilities of classroom teachers; yet, inadequate opportunities for preservice and inservice training leave many teachers feeling ill-prepared for this task. Adding to the complexity of building teachers’ assessment literacy is the relationship between assessment beliefs and classroom assessment practices. This quantitative study utilizes a validated, online survey to examine how elementary teachers’ (n = 79) define their assessment beliefs (conceptions) and how these beliefs influence which assessment practices are valued within the classroom. Findings suggest that despite teachers’ limited exposure to assessment training, four distinct assessment beliefs exist within the elementary classroom: assessment for school accountability, assessment for student certification, assessment for improvement of teaching and learning, and assessment as irrelevant. Assessment for the improvement of teaching and learning yielded the highest composite mean and was negatively correlated with the irrelevance belief and positively related to school accountability. An analysis of the importance of assessment practices revealed authentic assessments, short answers, teacher-made assessments, and performance assessments as the most valued, while publisher assessments and major exams had the lowest means. Significant relationships were identified between demographics and beliefs and practices, with the most practical findings related to exposure to assessment training and level of degree attainment. Significant relationships were also noted between all beliefs and the value of specific assessment practices, with the exception of the irrelevance belief. No significant relationships were noted between the irrelevant belief and value of assessment practices; however, many negative correlations were documented. Results are discussed in light of other research, indicating that a greater understanding of assessment beliefs and importance of practices can contribute to the development of relevant professional development aimed at the improvement of teachers’ assessment pedagogies and practices can contribute to greater educational success.

The key purpose of this qualitative case study was to gain an understanding of classroom teachers’ perceptions of the process and impact of formative assessment on classroom instruction in a secondary school. The study was designed to obtain information about how teachers view formative assessment as part of their everyday planning and preparation, as well as sought to determine whether or not there was a correlation between teachers’ perceived understanding of formative assessment and their implementation of formative assessment in the classroom. The three main research questions that guided this study were: 1) How do teachers’ perceptions of their own understanding of formative assessment affect their instructional practice? 2) How do teachers’ perceptions of their own understanding of formative assessment evolve over time? 3) What supports exist to help teachers implement formative assessment at the high school level? The case study focused on participants who were current 9-12 public school teachers representing mathematics, physical education, and foreign language. To triangulate the data, multiple types of data were collected from the teachers. Pre- and post-surveys, unstructured interviews, focus groups, classroom observations with participant observation notes, and logs were used to collect the data. Data was then analyzed using analysis of the pre-surveys and compared with information gained from the other data sources. Data was later analyzed using the post-survey and compared with the information from other data sources to determine individual teacher growth over time. The results from the first research question indicated that teachers understood the accountability of both teachers and students in the assessment process, but required additional support in determining how student learning becomes the basis for use of formative assessment, types of different methods used, and overall teacher competencies about formative assessment. The second research question indicated that growth occurred when professional supports were given in areas where weaknesses were identified. Initially, formative assessment was viewed by many as a means of compliance with the new teacher evaluation system. With continued professional development, teachers’ acceptance of formative assessment increased as their understanding of the process dually increased. In addition, as teachers began to see growth in student achievement, their overall acceptance of formative assessment also increased. The third and final research question indicated that supports must not only be global in nature, but must also be focused on the individual. When teachers know where they are and know the target of where they want or need to be, instructional growth does occur. Supports for teacher instructional practice will vary based on identified needs, understanding of formative assessment, and the type of supports available. Recommendations for follow-up study include the use of additional focus groups, extending the formative assessment survey to include lengthening the time of the study, and a change in setting to avoid certain nuances that can occur with studying the same school district. Additionally, research should be completed on the long-term effects of personalized professional development and whether teachers continue to use formative assessment practices as they gain more extensive experience. Since this particular school was undergoing a complete system change while the study was being completed, it would be dually important to investigate a school that was not in the midst of such a change. With all the additional supports available to the teachers in this study, it is important to see if a teacher’s perceived understanding of formative assessment would continue to translate into instructional practice if whole school and individual supports were not as prevalent.

abstract: This project investigated second language writing teachers’ writing assessment literacy by looking at teachers’ practices of electronic writing portfolios (e-WPs), as well as the sources that shape L2 writing teachers’ knowledge of e-WPs in the context of multilingual First-Year Composition (FYC) classrooms. By drawing on Borg’s (2003) theory of teacher cognition and Crusan, Plakans, and Gebril’s (2016) definition of assessment literacy, I define L2 teachers’ writing assessment literacy as teachers’ knowledge, beliefs and practices of a particular assessment tool, affected by institutional factors. While teachers are the main practitioners who help students create e-WPs (Hilzensauer & Buchberger, 2009), studies on how teachers actually incorporate e-WPs in classes and what sources may influence teachers’ knowledge of e-WPs, are scant. To fill in this gap, I analyzed data from sixteen teachers’ semi-structured interviews. Course syllabi were also collected to triangulate the interview data. The interview results indicated that 37.5 % of the teachers use departmental e-WPs with the goal of guiding students throughout their writing process. 43.7 % of the teachers do not actively use e-WPs and have students upload their writing projects only to meet the writing program’s requirement at the end of the semester. The remaining 18.7 % use an alternative platform other than the departmental e-WP platform, throughout the semester. Sources influencing teachers’ e-WP knowledge included teachers’ educational and work experience, technical difficulties in the e-WP platform, writing program policies and student reactions. The analysis of the course syllabi confirmed the interview results. Based on the findings, I argue that situated in the context of classroom assessment, institutional factors plus teachers’ insufficient knowledge of e-WPs limit the way teachers communicate with students, whose reactions cause teachers to resist e-WPs. Conversely, teachers’ sufficient knowledge of e-WPs enables them to balance the pressure from the institutional factors, generating positive reactions from the students. Students’ positive reactions encourage teachers to accept the departmental e-WPs or use similar alternative e-WP platforms. Pedagogical implications, limitations of the study and suggestions for future research are reported to conclude the dissertation. / Dissertation/Thesis / Doctoral Dissertation Linguistics and Applied Linguistics 2018

There is a tendency to view teachers´ assessment literacy from a deficit perspective, and teachers existing practices are rarely used as a source of knowledge about assessment. Instead of treating teachers as being to some extent experts on assessment, the domain of assessment literacy is primarily represented by viewing researchers as “experts”. In this study teachers´ assessment literacy is approached from an asset perspective. The knowledge and skills that teachers possess can contribute to the description and understanding of classroom assessment literacy. The overall aim of the study is to develop knowledge about teachers’ classroom assessment literacy. Studying teachers' collective reflections about assessment, in relation to video-recorded teaching situations, is used to approach the question of what classroom assessment and assessment literacy actually mean. Three primary schools and eleven teachers, heterogeneous regarding age, sex, education and experience, are involved in the study.  The results indicate three themes to describe teachers´ classroom assessment literacy: focus on the intention of assessment, focus on the enactment of assessment and focus on the conclusion of assessment. The study shows that teachers have the competence to conduct and use assessment as an integral part of teaching. An overall conclusion is that assessment literate teachers invite students to share power and responsibility in assessment processes. The three themes can be seen as a process of developing, implementing and using assessments, which requires a holistic approach to learning, teaching and assessment. / <p>With a summary in English</p>

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