Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/4433
Title: 
Improving teachers' assessment literacy in Singapore schools: An analysis of teachers' assessment tasks and student work
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 high quality student work.
URI: 
ISSN: 
2010-3093
Appears in Collections:NIE Research Brief Series

Files in This Item:
File Description SizeFormat 
NIE_research_brief_09_002.pdf358.51 kBAdobe PDFView/Open
Show full item record

Page view(s) 50

55
Last Week
1
Last month
checked on May 20, 2018

Download(s) 20

89
checked on May 20, 2018