Ade-Ojo, Gordon ORCID: 0000-0002-1098-0765 and Oguledo, Ngozi (2023) Exploring an alternative framework for measuring the assessment literacy of secondary school science teachers in England: the attitude-driven model. IJMCS, 9 (1):1. pp. 5-24. ISSN 2059-4976 (Print), 2059-4984 (Online)

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Abstract

This paper sets out to identify and critique currently dominant standards-based models of assessment literacy, highlight their shortcomings and propose an alternative model for more effectively understanding and developing assessment literacy. An attitude driven model to measure teachers’ assessment literacy is proposed and applied in a pilot study to explore fifteen secondary school science teachers’ attitudes towards assessment. This model considers teachers’ assessment conceptions, assessment values, assessment behaviours and conceptions of teaching and learning. Their responses to semi-structured interview questions were analysed to test the components of the proposed model. The findings indicated that the framework for the model, centred on the relationship between attitude towards, belief in, and knowledge of assessment, was suitable for identifying the variation in teachers’ assessment literacies and for determining the relationship between teachers’ conceptions, values and practices. Finally, the benefits and limitations of the model were identified and discussed on the basis of its use in this pilot study and further research is recommended.

Item Type:	Article
Uncontrolled Keywords:	assessment literacy; assessment attitude; assessment conception; teacher behaviour, Assessment model
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development > Centre for Professional Workforce Development Faculty of Education, Health & Human Sciences > School of Education (EDU)
Related URLs:	Publisher
Last Modified:	21 Apr 2023 09:51
URI:	http://gala.gre.ac.uk/id/eprint/41452

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