Secondary Teachers' Assessment Literacy: Does Classroom Experience Make A Difference?

By Craig A. Mertler. 2004

187 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/6a6c81b797592098c4421979e7b09e6b6bcc7383

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Citations in the corpus

• Approaches to Classroom Assessment Inventory: A New Instrument to Support Teacher Assessment Literacy (2016, methodology): “Following Mertler and Campbell (2004, 2005), we used a scenario item format; however, unlike previous instruments that presented a multiple-choice correct answer format, each response to our scenarios was viable and reflected differing approaches to classroom assessment as based on assessment…”
• Language assessment literacy: what do we need to learn, unlearn, and relearn? (2020, background): “Similarly, Mertler and Campbell (2004), with the aim of restructuring items into scenario-based questions, found low critical assessment competencies across teachers.”
• Pedagogies for Preservice Assessment Education: Supporting Teacher Candidates' Assessment Literacy Development (2013, background): “Across these studies, findings consistently suggest that when teacher candidates are provided with explicit opportunities to learn about assessment they demonstrate positive growth and development as measured by their perceived confidence, competency, and readiness to assess student learning (Campbe”
• Teacher efficacy: A comparative study of Hong Kong and Shanghai Primary in-service teachers (2008, unknown): “Recent studies have focused on why some teachers have higher efficacy than others, for example in-service teachers are significantly more efficacious than pre-service teachers (Mertler, 2004) and teachers’ background, such as years of teaching experience, is also”
• Multi-level model of contextual factors and teachers’ assessment practices: an integrative review of research (2015, background): “…understanding of key ideas in assessment and of the relationships among these terms, assessment literacy refers to teachers’ ability to apply their assessment knowledge in the revision, development or implementation of assessment tasks in their classrooms (e.g. Mertler, 2004; Stiggins, 1995).”