Teacher Assessment Literacy: Implications for Diagnostic Assessment Systems

Autor/inn/en	Clark, Amy K.; Nash, Brooke; Karvonen, Meagan
Titel	Teacher Assessment Literacy: Implications for Diagnostic Assessment Systems
Quelle	In: Applied Measurement in Education, 35 (2022) 1, S.17-32 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clark, Amy K.) ORCID (Nash, Brooke) ORCID (Karvonen, Meagan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1080/08957347.2022.2034823
Schlagwörter	Elementary School Teachers; Secondary School Teachers; Assessment Literacy; Diagnostic Tests; Scores; Decision Making; Test Results; Language Usage; Mastery Tests + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Diagnostic test; Diagnostischer Test; Decision-making; Entscheidungsfindung; Sprachgebrauch
Abstract	Assessments scored with diagnostic models are increasingly popular because they provide fine-grained information about student achievement. Because of differences in how diagnostic assessments are scored and how results are used, the information teachers must know to interpret and use results may differ from concepts traditionally included in assessment literacy trainings for assessments that produce a raw or scale score. In this study, we connect assessment literacy and score reporting literature to understand teachers' assessment literacy in a diagnostic assessment context as demonstrated by responses to focus groups and surveys. Results summarize teachers' descriptions of fundamental diagnostic assessment concepts, understanding of the diagnostic assessment and results produced, and how diagnostic assessment results influence their instructional decision-making. Teachers understood how to use results and were comfortable using the term "mastery" when interpreting score report contents and planning next instruction. However, teachers were unsure how mastery was calculated and some misinterpreted mastery as representing a percent correct rather than a probability value. We share implications for others implementing large-scale diagnostic assessments or designing score reports for these systems. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01