Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/2026
Title: 
Authors: 
Issue Date: 
2009
Series/Report no.: 
Research Brief;09-002
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.
URI: 
Website: 
Appears in Collections:OER - Research Brief Series

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