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Reflections on academics' assessment literacy [PDF]

London Review of Education, 2015
This small-scale, mixed-methods study aims to investigate academics' understanding of formative and summative assessment methods and how assessment literacy impacts on their teaching methods.
Anderson, Deborah, Lees, Rebecca
doaj   +3 more sources

Understanding university English instructors’ assessment literacy: a formative assessment perspective

Language Testing in Asia
Formative assessment is a powerful approach to inform, direct, and enhance teaching and learning. To deploy it in classrooms, teachers are expected to be assessment-capable.
Miaomiao Kang, Ricky Lam
doaj   +2 more sources

Formative assessment literacy: a systematic review

Language Testing in Asia
Formative assessment literacy (FAL) has emerged as a critical component of teachers’ professional competence, yet its conceptual boundaries, theoretical underpinnings, and development pathways remain underexplored. This systematic review analyzes 20 peer-
Wanrong Lei, Zhibin Lei
doaj   +2 more sources

Information Literacy Follow-Through: Enhancing Pre-Service Teachers\u27 Information Evaluation Skills Through Formative Assessment [PDF]

Behavioral & Social Sciences Librarian, 2011
An investigation into pre-service teachers\u27 information evaluation skills at a large university suggests that formative assessment can improve student performance.
Fry, Sara, Ruppel, Margie, Seely, Sara
core   +5 more sources

Scaffolding of assignments and grading to promote STEM literacy in a human microbiome course [PDF]

Journal of Microbiology & Biology Education
A special topics course investigating the human microbiome was developed such that there were three layers of feedback and grading available to students throughout the semester.
Samantha T. Parks, Alex Marchesani, Caroline Taylor   +2 more
doaj   +2 more sources

Understanding EFL teachers’ formative assessment literacy: insights from a mixed-methods study

Language Testing in Asia
Despite the growing recognition of formative assessment (FA) as a crucial link between teaching and learning (Wiliam, 2017), there remains a gap in understanding how factors such as age and teaching experience influence the formative assessment literacy (
Seyed Mohammad Reza Amirian
doaj   +2 more sources

Adapting the teacher formative assessment literacy scale into Turkish: Validation and reliability study

International Journal of Assessment Tools in Education
In the present study, the Teacher Formative Assessment Literacy Scale (TFALS), developed by Yan and Pastore (2022a), was translated into Turkish to examine the factor structure and psychometric characteristics of the scale in a Turkish sample.
Gökhan Izgar, İlhan İlter, Kemal İzci   +2 more
doaj   +3 more sources

Community-building through collaborative peer-generated formative assessment: enhancing attainment and assessment literacy

Journal of Learning Development in Higher Education, 2021
Emma Roberts
doaj   +3 more sources

Assessment Literacy in Light of Teachers’ Discipline: hard Sciences, soft sciences, and ELT [PDF]

Journal of English Language Teaching and Learning, 2022
The current study attempted to investigate and compare the perceptions of Iranian in-service hard disciplines, soft disciplines, and English teachers of their prognostic, formative, and summative assessment literacy.
Mavadat Saidi, Mohammad Hossein Arefian
doaj   +1 more source

“Experiencing theory first-hand was delightful and informative”: Bridging the Theory-Practice Gap in Online Language Assessment Training [PDF]

Iranian Journal of Language Teaching Research, 2021
It has been argued that successful professional development efforts, especially in assessment-literacy, need to address emotional components and the existence of implicit conceptions in order to raise consciousness and ultimately transform practice (Xu
Marie Alina YEO
doaj   +1 more source