Please use this identifier to cite or link to this item:
Title: The impact of conceptions of assessment on assessment literacy in a teacher education program
Authors: Deneen, Christopher Charles
Brown, Gavin Thomas Lumsden
Keywords: Assessment
Conceptions of assessment
Assessment literacy
Teacher education
Pre-service teachers
Teacher education curriculum
Issue Date: 2016
Citation: Deneen, C. C., & Brown, G. T. L. (2016). The impact of conceptions of assessment on assessment literacy in a teacher education program. Cogent Education, 3(1): 1225380.
Abstract: Assessment literacy is considered essential to modern teaching. Over
time, assessment literacy has evolved to include both measurement and assessment
for learning perspectives. At the same time, research into teachers’ conceptions
of the purpose and role of assessment demonstrates increasing evidence of
the impact of teachers’ conceptions on assessment practices. The conjunction of
these two factors, assessment literacy and conceptions of assessment has not been
adequately explored. This study addresses this need by examining the impact of
a master’s level teacher education course in educational assessment on student
teachers’ expressed literacy in and conceptions of assessment. Achievement data
were collected and interviews conducted in a class of 32 pre-service and practicing
teachers. Inferential analysis and qualitative coding were applied to the data.
Analytical results included a strong, polarized affective component. These positive
and negative affective conceptions appeared independent of level of academic
achievement. Academic achievement appeared to play a role in allowing deeper
articulation of conceptions, but did not accompany particular conceptual changes.
These findings suggest that while fluency in factual knowledge (i.e. assessment
literacy) was enhanced; conceptions of assessment that may influence application of assessment literacy were not changed through the mediating influence of the
assessment course. Implications of the results and this apparent disconnection
between assessment literacy, teacher education and practice are explored.
ISSN: 2331-186X
Other Identifiers: 10.1080/2331186X.2016.1225380
Appears in Collections:Journal Articles

Files in This Item:
File Description SizeFormat 
CE-3-1-1225380.pdf565.8 kBAdobe PDFView/Open
Show full item record

Page view(s) 50

checked on Dec 11, 2017


checked on Dec 11, 2017