Are teachers literate in formative assessment? The development and validation of the Teacher Formative Assessment Literacy Scale
Bibliographic Data
| ID | 20349233 |
|---|---|
| Authors | Zi Yan (0000-0001-9305-884X, Education University of Hong Kong, corresponding author), Serafina Pastore (0000-0001-8598-021X, University of Bari Aldo Moro) |
| Year | 2022 |
| Volume | 74 |
| Pages | 101183 |
| Publication date | 2022-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Studies In Educational Evaluation (JOURNAL) |
| Journal identifiers | ISSN: 0191-491X • E-ISSN: 1879-2529 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.stueduc.2022.101183 |
| OpenAlex | W4283766959 |
| Language | EN |
| Citations received | 19 |
| References cited | 52 |
Adult literacy · Evaluation methods · Formative assessment · Geography · Literacy · Mathematics education · Pedagogy · Engineering · Higher Education Learning Practices · Psychology · Reflective Practices in Education · Student Assessment and Feedback
Podcasting as a powerful tool for the promotion of bilingual scientific argumentation in a formative assessment environment
Exploring primary teachers' perceptions and self-reported practices of formative assessment in Australian schools
Measuring teacher formative assessment literacy in primary education
Primary school teachers’ assessment for learning practice for students’ learning improvement
Teacher assessment literacy
Unveiling formative assessment in Ethiopian higher education institutions
Evaluative Judgment
Navigating formative assessment literacy in a performative system
The perceived teacher support scale (PTSS) for students
Qué es la evaluación formativa? Conceptualización y grado de conocimiento del profesorado de educación básica
Preservice teachers’ assessment literacy
Do they measure the same thing? A comparative analysis of teacher conceptions of assessment inventories in China
Uncovering the connection
Is the magic in the mix? The development and validation of the L2 teachers’ blended assessment literacy scale
EFL teachers’ formative assessment literacy and developmental trajectories
A systematic literature review on authentic assessment in higher education
How to promote learners' knowledge contribution behaviours in peer assessment? The key mediating role of learning motivation
Conceptualizing L2 Teachers’ Blended Assessment Literacy (L2TBAL)
Assessment in Physical Education in the Primary Years Programme of the International Baccalaureate in Spain
Formative assessment
A Review of Scale Development Practices in the Study of Organizations
Predicting the performance of measures in a confirmatory factor analysis with a pretest assessment of their substantive validities.
How Does Professional Development Improve Teaching?
The Multidimensional Random Coefficients Multinomial Logit Model
Assessment Literacy for the Language Classroom
Developing the theory of formative assessment
Missing Data Techniques for Structural Equation Modeling.
Teacher assessment literacy
Educational Assessment Knowledge and Skills for Teachers
A systematic review of prerequisites for implementing assessment for learning in classroom practice
Cutoff criteria for fit indexes in covariance structure analysis
Assessment and Classroom Learning
Principles and practice in reporting structural equation analyses.
Effective Teacher Professional Development
A Quantitative Approach to Content Validity 1
Assessment-as-learning in classrooms
Assessment for learning in the Hong Kong assessment reform
Applying the Rasch Model
Formative assessment as practice
Sensitivity of Fit Indices to Model Misspecification and Model Types
Validating, Improving Reliability, and Estimating Correlation of the Four Subscales in the WHOQOL-BREF using Multidimensional Rasch Analysis
Primary teachers' attitudes, intentions and practices regarding formative assessment
Teacher assessment literacy in practice
Teachers' assessment competence
Teacher assessment literacy
Teacher change and “high-stakes” assessment
Teacher assessment literacy
Controversy and the Rasch Model
Validity of psychological assessment
The Scree Test For The Number Of Factors
Improving Impact Studies of Teachers' Professional Development
| Citations per year | 6.33 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |