Magaji, Ade ORCID: https://orcid.org/0000-0002-1648-2548 (2025) The variant conceptions of assessment for learning as determinants of assessment competence and literacy. In: Assessment in Higher Education (AHE) Conference 2025, 19th - 20th June, 2025, Manchester, UK.

	PDF (Powerpoint Presentaion) 50727 MAGAJI_The_Variant_Conceptions_Of_Assessment_For_Learning_As_Determinants_Of_Assessment_Competence_And_Literacy_(POWERPOINT PRESENTATION)_2025.pdf - Presentation Restricted to Repository staff only Download (691kB) | Request a copy
Preview	PDF (Abstract and Bibliography) 50727 MAGAJI_The_Variant_Conceptions_Of_Assessment_For_Learning_As_Determinants_Of_Assessment_Competence_And_Literacy_(ABSTRACT & BIBLIO)_2025.pdf - Accepted Version Download (45kB) | Preview

Abstract

Teachers' assessment of their practices and the knowledge of assessments are critical in developing assessment competence and literacy for effective teaching and learning. The assessment skills of teachers are important in their professional development and should be considered by all stakeholders, especially Higher Education (HE) teacher training providers and their choice of curricular design. Research has shown that teachers’ pedagogical knowledge can limit variations in assessment typology (Buck et al., 2010; Yan, 2021; Pastore, 2023), for example, delineating between assessment for learning (AfL) and assessment as learning (AaL) and how these can be utilised and developed (Gan, He and Mu, 2019). This resonates with the notion of promoting assessment-literate teachers who can utilise assessment information for effective teaching and learning. This is a skill that can be promoted among trainee teachers by HE providers, however, would require careful consideration and continuity of experience through effective training and communications by the stakeholders involved (Tigelaar and Sins, 2020). Pastore's (2023) systematic review on assessment literacy suggests the need for cross-fertilisation by encouraging inter-sectional research between teacher education and educational assessment bridging the theory and practice gap. Especially given that the teachers acquire substantial knowledge from their school experience through teaching compared to the knowledge provided by their HE training providers. Even more so, the discrepancies in assessment literacy both theoretical and practical (Siegel and Wissehr, 2011) account for the differences in experiences of the teachers, something that is investigated in this study. Pastore (2023) further argues that research is required to track the transfer of teacher learning about assessment to actual classroom practice. This presentation will explore the differences in trainee teachers' experience of assessment for learning practices in a teacher's training programme. The study is exploratory and informed by a constructivist approach to learning with the assessment experiences of trainee teachers inspired by Buck et al’s (2010) theoretical framework. Data was collected through interviews, focus groups and lesson observations of trainee teachers. The data was analysed using thematic analysis to identify themes that responded to the research questions. The findings included dichotomisation of AaL and AfL, assessment as a mastery teaching process and coordinated collaborative professional development support for trainee teachers. This resulted in a framework for assessment that the trainee teachers can refer to and use in their school experience. The study highlighted the issue of assessment competence and literacy among teachers and what can be done to support them.

Item Type:	Conference or Conference Paper (Paper)
Uncontrolled Keywords:	assessment practices, assessment as learning, formative assessment, assessment for learning
Subjects:	L Education > L Education (General) L Education > LC Special aspects of education P Language and Literature > P Philology. Linguistics
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 Thinking and Learning Faculty of Education, Health & Human Sciences > School of Education (EDU)
Related URLs:	Organisation
Last Modified:	25 Jun 2025 13:55
URI:	https://gala.gre.ac.uk/id/eprint/50727

Actions (login required)

View Item

Downloads