Daniel, E.G.S. (2012) What is preventing teachers from attaining assessment literacy? Issues in Education, 35.
![[img]](http://eprints.um.edu.my/style/images/fileicons/application_pdf.png) |
PDF
What_is_preventing_teachers_from_attaining_assessment_literacy.pdf - Published Version Restricted to Repository staff only Download (300kB) | Request a copy |
Abstract
Many researchers have raised concerns that the lack of a correct basic definition of assessment would constrain research on assessment. Event more worrying is that teachers may not have any appropriate working theory to anchor their practices, instagating them to use ad hoc assessment practices. This is distinct especially as the act of assessing, at anytime, is normally a complex and multidimensional process. As such, it is believed that many teachers may be unable to cope with this demanding task, as result it is likely that students are prevented from acquiring skills such as problem-solving and creative thinking which are much needed skills for them to meet the challenges of the future. However, this situation may be amended if teachers were more assessment litarate. this article explains assessment litearcy and suggests ways of reducing the gap in assessment literacy among teachers.
| Item Type: | Article |
|---|---|
| Funders: | UNSPECIFIED |
| Additional Information: | Department of Mathematics and Science Education |
| Uncontrolled Keywords: | Assessment literacy; Teachers |
| Subjects: | L Education > L Education (General) |
| Divisions: | Faculty of Education |
| Depositing User: | Ms. Nur Azzura Azzahra Jaafar |
| Date Deposited: | 04 Nov 2014 02:17 |
| Last Modified: | 04 Nov 2014 02:17 |
| URI: | http://eprints.um.edu.my/id/eprint/10258 |
Actions (login required)
 |
View Item |
