Teacher assessment literacy in practice: A reconceptualization

被引：282

作者：

Xu, Yueting ^{[1
]}

Brown, Gavin T. L. ^{[2
]}

机构：

[1] Univ Hong Kong, Guangdong Univ Foreign Studies, Hong Kong, Hong Kong, Peoples R China

[2] Univ Auckland, Auckland 1, New Zealand

来源：

TEACHING AND TEACHER EDUCATION | 2016年 / 58卷

关键词：

Teacher assessment literacy; Reconceptualization; Teacher education; FOREIGN-LANGUAGE TEACHERS; ASSESSMENT KNOWLEDGE; PROFESSIONAL-DEVELOPMENT; PRESERVICE; CLASSROOM; JUDGMENT; CONCEPTIONS; STANDARDS; BELIEFS; MODEL;

D O I：

10.1016/j.tate.2016.05.010

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This paper aims to reconceptualize teacher assessment literacy (AL) by connecting two fields of research: educational assessment and teacher education. It begins with a scoping review of AL studies. By synthesizing and analyzing 100 studies on teacher AL, a new conceptual framework of teacher assessment literacy in practice (TALiP) is proposed. This framework is illustrated by a discussion of the various components of teacher AL and their interrelationships. This paper concludes with the theoretical contributions of the framework, a working definition of TALiP, and implications for policy and practice of assessment education. (C) 2016 Elsevier Ltd. All rights reserved.

引用

页码：149 / 162

页数：14

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