New Teacher Assessment Literacy: Determining and Narrowing the Gaps

Abstract

Assessment literacy is a fundamental prerequisite for effective student learning; therefore, determining and narrowing the gaps in teachers’ assessment literacy is an important educational endeavour.  The purpose of this research was to explore the gaps in new teacher assessment literacy within a rural Alberta school division. The researcher administered a modified assessment literacy inventory to teachers within their first four years of practice.  Results have indicated that gaps in new teacher assessment literacy exist in four of the nine standards used; choosing assessment methods, developing assessment methods, administering, scoring, and interpreting results, and using assessment results in decision making.  These findings reflect the need to improve the assessment literacy within this context and they hint at a more widespread issue.  This article offers recommendations to narrow the gaps with tailored professional development through professional learning communities.