Teacher assessment literacy in practice: A reconceptualization
Abstract This paper aims to reconceptualize teacher assessment literacy (AL) by connecting two fields of research: educational assessment and teacher education. It begins with a scoping review of AL studies. By synthesizing and analyzing 100 studies on teacher AL, a new conceptual framework of teacher assessment literacy in practice (TALiP) is proposed. This framework is illustrated by a discussion of the various components of teacher AL and their interrelationships. This paper concludes with the theoretical contributions of the framework, a working definition of TALiP, and implications for policy and practice of assessment education.
This literature review was carried out as part of the Future Library project. The recommendations focus on the following key areas: ::: ::: - Increased focus on the quality of ebooks that we provide access to; lobbying publishers to improve their digital interfaces and seeking to reduce barriers to use of content in our context e.g. by identifying resources with enabling rights management in our learning context ::: - Continued work on usability testing and exploring the learner experience of digital content and ebooks ::: - Developing our academic skills offer to support effective use of digital content and ebooks; including work with students on developing good study habits and techniques for reading and concentration in an increasingly digital environment ::: - Reviewing our enquiry services to make sure that all our staff are able to support our students to use all our digital resources and technologies in our spaces