Teacher Assessment Literacy in Practice: A Reconceptualization

Xu, Y; Brown, Gavin

dc.contributor.author	Xu, Y	en
dc.contributor.author	Brown, Gavin	en
dc.date.accessioned	2016-06-19T21:45:59Z	en
dc.date.issued	2016-08	en
dc.identifier.citation	Teaching and Teacher Education, 2016, 58 pp. 149 - 162	en
dc.identifier.issn	0742-051X	en
dc.identifier.uri	http://hdl.handle.net/2292/29120	en
dc.description.abstract	This paper aims to reconceptualize teacher assessment literacy (AL) by connecting two fields of research: educational assessment and teacher education. It begins with a scoping review of AL studies. By synthesizing and analyzing 100 studies on teacher AL, a new conceptual framework of teacher assessment literacy in practice (TALiP) is proposed. This framework is illustrated by a discussion of the various components of teacher AL and their interrelationships. This paper concludes with the theoretical contributions of the framework, a working definition of TALiP, and implications for policy and practice of assessment education.	en
dc.description.uri	http://www.journals.elsevier.com/teaching-and-teacher-education	en
dc.publisher	Elsevier	en
dc.relation.ispartofseries	Teaching and Teacher Education	en
dc.rights	Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://www.sherpa.ac.uk/romeo/issn/0742-051X/	en
dc.rights.uri	https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm	en
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/	en
dc.title	Teacher Assessment Literacy in Practice: A Reconceptualization	en
dc.type	Journal Article	en
dc.identifier.doi	10.1016/j.tate.2016.05.010	en
pubs.begin-page	149	en
pubs.volume	58	en
dc.description.version	AM - Accepted Manuscript	en
dc.rights.holder	Copyright: Elsevier	en
pubs.author-url	http://www.sciencedirect.com/science/article/pii/S0742051X16300907	en
pubs.end-page	162	en
pubs.publication-status	Published	en
dc.rights.accessrights	http://purl.org/eprint/accessRights/OpenAccess	en
pubs.subtype	Article	en
pubs.elements-id	527707	en
pubs.org-id	Education and Social Work	en
pubs.org-id	Learning Development and Professional Practice	en
pubs.record-created-at-source-date	2016-05-16	en