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A four-dimensional framework for teacher assessment literacy in holistic competencies
Assessment & Evaluation in Higher Education, 2021Given that existing research on teacher assessment literacy has focused on teachers’ ability to evaluate students’ academic achievements, this study aims to develop a conceptualization of teachers’ assessment literacy in holistic competencies.
C. Chan, L. Luk
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Multimodality in CLIL assessment: implications for teacher assessment literacy
Journal of Multilingual and Multicultural DevelopmentContent and Language Integrated Learning (CLIL) features the integration of content learning and additional language learning. With the increasing recognition that representation and construction of content knowledge often involve multiple semiotic modes,
Jiaji Liu, Yuen Yi Lo
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Assessment Literacy or Language Assessment Literacy: Learning from the Teachers
, 2020The conceptualization of language assessment literacy (LAL) is currently a subject of debate in the language testing community, especially with regard to the role language components play in this construct. This is part of a broader discussion of generic
T. Levi, Ofra Inbar-Lourie
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Connecting teacher and student assessment literacy with self-evaluation and peer feedback
Assessment & Evaluation in Higher Education, 2021Teachers’ feedback literacy is a focus of increasing attention in higher education. It may be framed through intentional design decisions, inter-relational aspects of engagement and pragmatic considerations of enacted curricula.
C. Deneen, Hui-Teng Hoo
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Teacher assessment literacy: A three-dimensional model
Teaching and Teacher Education : An International Journal of Research and Studies, 2019Assessment literacy has been recognized as important for teachers because it helps them use information about student learning to teach more effectively by responding to students’ learning needs.
Serafina Pastore, H. Andrade
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Disciplinary Literacy Assessment
Journal of Adolescent & Adult Literacy, 2015AbstractThis article describes a teacher created formative assessment useful for content area teachers in English, mathematics, science, and social studies. The assessment can be administered in one class period and results can be used to guide planning for disciplinary literacy implementation.
Victoria Gillis, Ann Van Wig
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2023
This chapter reports on a project explored which classroom-based English language assessment practices, with a particular emphasis on digital assessments, in Vietnam. A mixed-method approach to data collection was adopted to understand the current assessment landscape.
Thuy Thai +8 more
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This chapter reports on a project explored which classroom-based English language assessment practices, with a particular emphasis on digital assessments, in Vietnam. A mixed-method approach to data collection was adopted to understand the current assessment landscape.
Thuy Thai +8 more
openaire +1 more source