Developing an International Survey of Teachers' Assessment Capabilities: Challenges and Strategies

Maggie Renken; Kathrin Otrel-Cass; Bronwen Cowie; Zacharoula Smyrnaiou; Junjun Chen; Martin Riopel

Developing an International Survey of Teachers' Assessment Capabilities: Challenges and Strategies

Maggie Renken, Kathrin Otrel-Cass, Bronwen Cowie, Zacharoula Smyrnaiou, Junjun Chen, Martin Riopel

Research output: Contribution to conference without publisher/journal › Conference abstract for conference › Research

Abstract

Professional standards require teachers to be assessment literate - to construct, administer, and score reliable, valid assessments, communicate interpretations and use evidence to adjust teaching to support students. This project investigates student-teachers’ assessment literacy throughout teacher education into the first years as teachers across six countries. We target the nature of programmes and changes in understanding assessment purposes, practices, principles and policy. This project builds on the ACT survey of student-teacher understandings of assessment conducted over three years across four New Zealand universities (Hill, et al. 2013).

Original language	English
Publication date	2014
Publication status	Published - 2014
Event	BERA Annual Conference 2014 - London, United Kingdom Duration: 23 Sept 2014 → 25 Sept 2014

Conference

Conference	BERA Annual Conference 2014
Country/Territory	United Kingdom
City	London
Period	23/09/2014 → 25/09/2014

Bibliographical note

Reference to the presentation is made on page 42 of the programme.

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http://beraconference.co.uk/programme-at-a-glance/

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@conference{3041153700fa44449e6f74ad58f4f4d8,

title = "Developing an International Survey of Teachers' Assessment Capabilities: Challenges and Strategies",

abstract = "Professional standards require teachers to be assessment literate - to construct, administer, and score reliable, valid assessments, communicate interpretations and use evidence to adjust teaching to support students. This project investigates student-teachers{\textquoteright} assessment literacy throughout teacher education into the first years as teachers across six countries. We target the nature of programmes and changes in understanding assessment purposes, practices, principles and policy. This project builds on the ACT survey of student-teacher understandings of assessment conducted over three years across four New Zealand universities (Hill, et al. 2013).",

author = "Maggie Renken and Kathrin Otrel-Cass and Bronwen Cowie and Zacharoula Smyrnaiou and Junjun Chen and Martin Riopel",

note = "Reference to the presentation is made on page 42 of the programme.; BERA Annual Conference 2014 ; Conference date: 23-09-2014 Through 25-09-2014",

year = "2014",

language = "English",

}

TY - ABST

T1 - Developing an International Survey of Teachers' Assessment Capabilities

T2 - BERA Annual Conference 2014

AU - Renken, Maggie

AU - Otrel-Cass, Kathrin

AU - Cowie, Bronwen

AU - Smyrnaiou, Zacharoula

AU - Chen, Junjun

AU - Riopel, Martin

N1 - Reference to the presentation is made on page 42 of the programme.

PY - 2014

Y1 - 2014

N2 - Professional standards require teachers to be assessment literate - to construct, administer, and score reliable, valid assessments, communicate interpretations and use evidence to adjust teaching to support students. This project investigates student-teachers’ assessment literacy throughout teacher education into the first years as teachers across six countries. We target the nature of programmes and changes in understanding assessment purposes, practices, principles and policy. This project builds on the ACT survey of student-teacher understandings of assessment conducted over three years across four New Zealand universities (Hill, et al. 2013).

AB - Professional standards require teachers to be assessment literate - to construct, administer, and score reliable, valid assessments, communicate interpretations and use evidence to adjust teaching to support students. This project investigates student-teachers’ assessment literacy throughout teacher education into the first years as teachers across six countries. We target the nature of programmes and changes in understanding assessment purposes, practices, principles and policy. This project builds on the ACT survey of student-teacher understandings of assessment conducted over three years across four New Zealand universities (Hill, et al. 2013).

M3 - Conference abstract for conference

Y2 - 23 September 2014 through 25 September 2014

ER -

Developing an International Survey of Teachers' Assessment Capabilities: Challenges and Strategies

Abstract

Conference

Bibliographical note

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