Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/19014
Title: 
Towards a conceptual framework for assessment literacy for mathematics
Authors: 
Issue Date: 
Jul-2017
Citation: 
Tan, H., Ng, D. K. E., Cheng, L. P. (2017). Towards a conceptual framework for assessment literacy for mathematics teachers. In B. Kaur, W. K. Ho, T. L. Toh, & B. H. Choy (Eds.), Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education: Vol. 4 (pp. 249-256). Singapore: PME.
Abstract: 
As part of a mathematics teacher's skillset, knowing what kinds of assessment, when and how to assess, and for what purposes, are important. Although there have been frameworks outlining the various facets of teacher assessment literacy, recent literature suggest that gaps exists on the theoretical underpinnings as well as in
psychometric claims of the measures. A framework of assessment literacy is proposed in this paper, informed by the mathematics education literature: (1) knowledge about assessment concepts; (2) skills in applying the knowledge in actual assessment practices; (3) communication and action in providing feedback or changing
instructional practices based on assessment information; (4) attitudes and beliefs about assessment and its role in mathematics teaching and learning; and (5) meta-cognition and self-regulation of teachers' own assessment literacy.
Description: 
This paper was published in the 2017 proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education held at Singapore from 17 - 22 July 2017
URI: 
ISBN: 
978-981-11-3742-6
Appears in Collections:Conference Papers

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