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DO TEACHERS’ CONTINUOUS TRAINING IMPROVE ASSESSMENT LITERACY?
Abstract
Assessing students’ learning is one of the most important responsibilities a teacher can have, as well as being one of the tasks teachers spend more time doing. Thus, assessment skills are a primary tool that every teacher should master. The set of assessment skills is known as assessment literacy. Several studies point to the fact that initial teacher education has serious shortcomings in preparing future teachers for the assessment-related tasks. It seems clear that, for the development of skills in assessment, teachers should make a personal commitment in this area, attending, for example continuous training courses in classroom assessment. The main goal of this article is to analyze the relation of continuous training in assessment with the teachers’ assessment literacy in two ways. First, we intend to analyze how continuous training in assessment improve the teachers’ perceptions on their own assessment literacy, and secondly how continuous training improve their assessment literacy level. 253 in-service teachers of Lisbon and Setubal’s Peninsula Pedagogical Zone (Portugal) participated in this study, of which 73.12% expressed their participation in assessment training and the rest did not. The data collection instrument used in this study was the Assessment Literacy Admeasurement Questionnaire (QALA). The results of the present study seem to indicate that attendance of continuous training in assessment significantly improves the perception that teachers have of their Assessment literacy, as well as their levels of Assessment Literacy.
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