Assessment literacy development: identifying gaps in teacher candidates’ learning

By Christopher DeLuca, D. Klinger. 2010

286 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/091aae405db04e013873dd71530979311a7b98f8

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Citations in the corpus

Assessment Literacy for the Language Classroom (2012, background): “…definitions in currency, such as “the understanding and appropriate use of assessment practices along with the knowledge of the theoretical and philosophical underpinnings in the measurement of students’ learning” (DeLuca & Klinger, 2010, pp. 419–420), and can be visually represented in Figure 1.”
Reconceptualising the role of teachers as assessors: teacher assessment identity (2017, background): “…identified by Gotch and French (2014, Appendix A, pp. 46–58) as teacher self-reports of assessment literacy (Arter & Busick, 2001; Bandalos, 2004; DeLuca & Klinger, 2010; Hambrick-Dixon, 1999; Kershaw, 1993; Mertler, 2000; O’Sullivan & Johnson, 1993; Vanden Berk, 2005; Zhang & Burry-Stock,…”
Pedagogies for Preservice Assessment Education: Supporting Teacher Candidates' Assessment Literacy Development (2013, background): “…in public education, the majority of studies to date have focused discretely on evaluating the impact of explicit assessment education courses by measuring teacher candidates’ assessment literacy or competency (e.g., Campbell et al., 2002; Chen, 2005; DeLuca & Klinger, 2010; Volante & Fazio, 2007).”
Multi-level model of contextual factors and teachers’ assessment practices: an integrative review of research (2015, background): “Furthermore, the results highlighted that the pre-service teachers’ assessment knowledge and confidence were being hampered by the lack of dedicated coursework on assessment (DeLuca & Klinger, 2010, p. 434).”
Language assessment literacy: what do we need to learn, unlearn, and relearn? (2020, background): “DeLuca and Klinger (2010) found that Canadian teachers (288 candidates) knew how to conduct a summative assessment, but they were not familiar with formative assessment.”