Improving teachers' assessment literacy in Singapore schools: An analysis of teachers' assessment tasks and student work

Abstract

This intervention study aimed to improve teachers’ assessment literacy through ongoing, sustained professional development in authentic assessment task design and rubric development. After 2 years of professional development, the teachers in the intervention group designed assessment tasks with greater authentic intellectual quality than those in the comparison group. Their students also produced more intellectually complex work as a result of improved assessment tasks by their teachers. The findings indicate that effective professional development can enable teachers to incorporate greater authentic intellectual quality into their assessment task design, which will in turn result in highquality student work.