The impact of conceptions of assessment on assessment literacy in a teacher education program

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dc.contributor.author Deneen, CC en
dc.contributor.author Brown, Gavin en
dc.date.accessioned 2016-10-12T22:11:58Z en
dc.date.issued 2016-09-13 en
dc.identifier.citation Cogent Education, 2016, 3, Art No.: 1225380 en
dc.identifier.issn 2331-186X en
dc.identifier.uri http://hdl.handle.net/2292/30725 en
dc.description.abstract Assessment literacy is considered essential to modern teaching. Over time, assessment literacy has evolved to include both measurement and assessment for learning perspectives. At the same time, research into teachers’ conceptions of the purpose and role of assessment demonstrates increasing evidence of the impact of teachers’ conceptions on assessment practices. The conjunction of these two factors, assessment literacy and conceptions of assessment has not been adequately explored. This study addresses this need by examining the impact of a master’s level teacher education course in educational assessment on student teachers’ expressed literacy in and conceptions of assessment. Achievement data were collected and interviews conducted in a class of 32 pre-service and practicing teachers. Inferential analysis and qualitative coding were applied to the data. Analytical results included a strong, polarized affective component. These positive and negative affective conceptions appeared independent of level of academic achievement. Academic achievement appeared to play a role in allowing deeper articulation of conceptions, but did not accompany particular conceptual changes. These findings suggest that while fluency in factual knowledge (i.e. assessment literacy) was enhanced; conceptions of assessment that may influence application of assessment literacy were not changed through the mediating influence of the assessment course. Implications of the results and this apparent disconnection between assessment literacy, teacher education and practice are explored. en
dc.description.uri https://www.cogentoa.com/journal/education en
dc.publisher Cogent OA en
dc.relation.ispartofseries Cogent 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/2331-186X/ en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.rights.uri https://creativecommons.org/licenses/by/4.0/ en
dc.title The impact of conceptions of assessment on assessment literacy in a teacher education program en
dc.type Journal Article en
dc.identifier.doi 10.1080/2331186X.2016.1225380 en
pubs.begin-page 1 en
pubs.volume 3 en
dc.description.version VoR – Version of Record en
dc.rights.holder Copyright: The Author(s) en
pubs.author-url https://www.cogentoa.com/article/10.1080/2331186X.2016.1225380 en
pubs.end-page 14 en
pubs.publication-status Published en
dc.rights.accessrights http://purl.org/eprint/accessRights/OpenAccess en
pubs.subtype Article en
pubs.elements-id 536039 en
pubs.org-id Education and Social Work en
pubs.org-id Learning Development and Professional Practice en
dc.identifier.eissn 2331-186X en
pubs.number 1225380 en
pubs.record-created-at-source-date 2016-07-19 en


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