Educational Assessment Knowledge and Skills for Teachers

By S. Brookhart. 2011

423 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/85f595aaad84cdcfdab1373deb192cbdb7250b4d

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Citations in the corpus

What does it mean for teachers to be data literate: Laying out the skills, knowledge, and dispositions (2016, background): “Until recently, the field has paid more attention to assessment literacy (Brookhart, 2011; Christoforidou, Kyriakides, Antoniou, & Creemeers, 2013; Gotch & French, 2014; Kahl, Hofman, & Bryant, 2013; Mandinach, 2014; Plake, 1993) because of the emphasis on assessment results as the most salient form”
Language assessment literacy: what do we need to learn, unlearn, and relearn? (2020, background): “…and skills for assessment literacy, assessment goals, and the stakeholders (Abell & Siegel, 2011; Inbar-Lourie, 2008; Taylor, 2013), formative assessment and accountability contexts (Brookhart, 2011; JCSEE, 2015; Stiggins, 2010), and assessment education (DeLuca, Klinger, Pyper, & Woods, 2015).”
Searching for stages of teacher's skills in assessment (2014, background): “to any significant extent (Brookhart, 2011).”
Classroom Writing Assessment and Feedback in L2 School Contexts (2017, background): “Assessment for Learning (AfL)-oriented classrooms strongly emphasizes quality feedback and active learner involvement (Brookhart, 2011).”
Toward a Model of Student Response to Feedback (2016, background): “Furthermore, some students may have more difficulty than others in properly perceiving the intended tone of the written feedback (Brookhart, 2011). A fifth issue is the focus of feedback. Feedback might focus upon what Hattie and Timperley (2007) refer to as the task level of the work, or it might f”
A Systematic Review of Assessment Literacy Measures (2014, background): “Such transformations are not reflected in the Standards for Teacher Competence in Educational Assessment of Students (Brookhart, 2011) and therefore not emphasized in measures constructed from tables of specifications that relied on those standards.”
Teachers’ Use of Assessment Data to Inform Instruction: Lessons from the past and Prospects for the Future (2015, background): “Teachers must have “the skills to analyze classroom questions, test items, and performance assessment tasks to ascertain the specific knowledge and thinking skills required for students to do them,” among other things (Brookhart, 2011, p. 7).”
Language Assessment Literacy: Implications for Language Teachers (2018, background): “There has also been increasing attention as to how assessment has consequences on teaching, learning, and school curricula (Brookhart, 2011; Popham, 2009, 2011); this attention has led to a belief that teachers should have a critical stance towards how assessment impacts stakeholders (Popham, 2009).”
Approaches to Classroom Assessment Inventory: A New Instrument to Support Teacher Assessment Literacy (2016, methodology): “Combined, the absence of these core aspects of current assessment practices diminishes construct representation within existing assessment literacy measures and limits the validity of inferences drawn about teachers’ knowledge and skills (Brookhart, 2011; DeLuca et al., 2016; Gotch & French, 2014).”