Teachers' assessment knowledge and their perceptions of the impact of classroom assessment professional development

By Craig A. Mertler. 2009

169 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/c2ee64d68b8eac95765c3e51c639d7f91266dbbb

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. C. Coombe
2. H. Vafadar
3. H. Mohebbi
4. Ricky Lam
5. Christopher DeLuca
6. Danielle LaPointe-McEwan
7. Ulemu Luhanga
8. L. Harding

Citations in the corpus

• Approaches to Classroom Assessment Inventory: A New Instrument to Support Teacher Assessment Literacy (2016, background): “Results from these studies continue to characterize teachers’ assessment competency as largely incongruent with the recommended 1990 Standards (Galluzzo, 2005; Mertler, 2003, 2009; Zhang & Burry-Stock, 1997).”
• Towards a Comprehensive, Empirical Model of Language Assessment Literacy across Stakeholder Groups: Developing the Language Assessment Literacy Survey (2019, background): “This emphasis is still prevalent in more recent research, both in terms of general assessment literacy (e.g. Mertler, 2009; Mertler & Campbell, 2005; Plake, Impara, & Fager, 1993) as well as assessment literacy more specific to language teachers (e.g. Lam, 2015; Vogt & Tsagari, 2014).”
• Language assessment literacy: what do we need to learn, unlearn, and relearn? (2020, background): “…Greenberg & Walsh, 2012; Hill, Ell, Grudnoff, & Limbrick, 2014; Koh, 2011; Lam, 2015; Leahy & Wiliam, 2012; Lukin, Bandalos, Eckhout, & Mickelson, 2004; Mertler, 2009; Sato, Wei, & Darling-Hammond, 2008; Schafer & Lizzitz, 1987; Schneider & Randel, 2010; Smith, 2011; Wise, Lukin, & Roos, 1991).”
• Language assessment training in Hong Kong: Implications for language assessment literacy (2015, background): “In fact, pre-service teachers are usually ill-prepared to assess their own students owing to inadequate training provided by teacher education programmes and misinterpreting assessment as assessment of learning rather than assessment for learning (Lee, 2010; Lee & Coniam, 2013; Mertler, 2009).”