Assessment Literacy for Teachers
Faddish or Fundamental
Bibliographic Data
| ID | 4918362 |
|---|---|
| Authors | W James Popham (0000-0001-5822-0303, University of California, Los Angeles, corresponding author) |
| Year | 2009 |
| Volume | 48 |
| Issue | 1 |
| Pages | 4-11 |
| Publication date | 2009-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405840802577536 |
| OpenAlex | W2056445034 |
| Language | EN |
| Citations received | 81 |
| References cited | 3 |
In recent years, increasing numbers of professional development programs have dealt with assessment literacy for teachers and/or administrators. Is assessment literacy merely a fashionable focus for today's professional developers or, in contrast, should it be regarded as a significant area of professional development interest for many years to come? After dividing educators' measurement-related concerns into either classroom assessments or accountability assessments, it is argued that educators' inadequate knowledge in either of these arenas can cripple the quality of education. Assessment literacy is seen, therefore, as a sine qua non for today's competent educator. As such, assessment literacy must be a pivotal content area for current and future staff development endeavors. Thirteen must-understand topics are set forth for consideration by those who design and deliver assessment literacy programs. Until preservice teacher education programs begin producing assessment literate teachers, professional developers must continue to rectify this omission in educators' professional capabilities
Accountability · Cripple · Literacy · Mathematics education · Medical education · Pedagogy · Political science · Professional development · Quality (philosophy · Set (abstract data type · Sine qua non · Computer Science · Educational Assessment and Improvement · Medicine · Psychology · Reflective Practices in Education · Student Assessment and Feedback
A scoping review on how generative artificial intelligence transforms assessment in higher education
Making the Invisible of Learning Visible
Language assessment literacy of teachers in an English medium of instruction university
Pre-service English teachers’ perception of authentic assessment practice in speaking classes
Comment appréhender une littératie en évaluation pour décrire et comprendre le développement des compétences des enseignants
Validez de constructo de un instrumento para evaluar la retroalimentación asertiva en la formación inicial del profesorado
Pre-service Teachers’ Decision-Making and Classroom Assessment Practices
Inside Teacher Assessment Decision-Making
Teacher assessment literacy
Multiple-choice test development competencies of junior high school mathematics teachers in Ghana
Leading an Assessment Reform
Synchronous self-assessment
English and French Teachers’ Assessment Practices in the Ukrainian Context
How Do Teachers View Themselves as Assessors
Showing What They Know
Beginning teacher candidates’ approaches to grading and assessment conceptions—implications for teacher education in assessment
Low assessment literacy in an assessment-obsessed field
Using a logic model to evaluate rater training for EAP writing assessment
Teachers’ conceptions of assessment literacy
Voices from L2 learners across different languages
On the interactional challenges of revealing summative assessments
What counts as competent teaching? A systematic narrative synthesis of teacher competencies in K–12 education
Enhancing primary teachers’ formative assessment literacy
Disturbing the teacher’s role as assessor
Developing a national understanding of assessment and feedback in Irish higher education
Validity and the design of classroom assessment in teacher teams
Conceptions of assessment in pre-service teachers’ narratives of students’ failure
Reconceptualising school placement assessment in initial teacher education
“I wonder who I am when my assessment ideas are not respected”
Exploring language assessment literacy and needs of English teachers at senior high school level
Programmatic assessment for learning
Empowering preservice English teachers with language assessment literacy concepts and practices
Preservice teachers’ assessment literacy
Teacher assessment literacy, formative assessment practices, and their perceived efficacy in Tanzania
EAP teachers’ assessment literacy
Assessment literacy of college EFL teachers in China
Formative use of test results
Preparing assessment literate teachers
Assessment mindset
Interpretation of the score reports from the Computer Program Lovs by teachers, internal support teachers and principals
Quality assurance in assessment
When Validity Becomes the Measurement Problem
Language assessment training in Hong Kong
Critical language assessment literacy of EFL teachers
Defining assessment literacy
The essentials of assessment literacy
‘I’m an assessment illiterate’
Revisiting differential grading standards anno 2014
Language Assessment Courses
A Diagnostic study on teachers’ beliefs and practices in foreign language assessment
The grade alone provides no learning’
Continuous assessment fit for purpose? Analysing the experiences of academics from a South African university of technology
School data walls
Identifying Canadian teacher candidates' needs for training in the use of inclusive classroom assessment
Exploring Chinese EFL teachers’ perceptions of creativity and criticality in assessment practices
Teacher assessment literacy in culturally and linguistically diverse classrooms
Changing approaches to classroom assessment
A Framework for Explaining Teachers’ Diagnostic Judgements by Cognitive Modeling (DiaCoM)
Shaping the assessors of tomorrow
Indonesian teachers’ conceptions of values and dimensions of assessment practice
Preparing beginning teachers to elicit and interpret students' mathematical thinking
A person-centered analysis of teacher candidates’ approaches to assessment
Professional development at the local level
Teacher assessment literacy in practice
Teacher assessment literacy
Developing assessment literacy through approximations of practice
Teacher assessment literacy
Understanding the interconnectedness of L2 learners’ writing assessment literacy and engagement
Rescoping language assessment literacy
Developing English teachers' language assessment literacy in an EAP reform context through test design
Implementing Assessment for Learning (AfL) in Chinese university EFL classes
Post-panoptic accountability
Reframing Assessment as Relational
Et si la recherche collaborative participait au développement de pratiques évaluatives sommatives cohérentes
Curating Provocative Engagements with Assessment in Education
L’impact des CAP sur le développement de la compétence des enseignants en évaluation des apprentissages
From challenge to innovation
Washback Effects of Diagnostic Assessment in Greek as an SL
Informed and Uninformed Naïve Assessment Constructors' Strategies for Item Selection
Critical Moments in Research and Use of Assessment
Building a Strong Assessment Culture in Schools
| Unique citing works | 81 |
|---|---|
| Citations per year | 5,79 |
| Citation span | 2012 - 2026 (15) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 81 |