Assessment Literacy for Teachers: Faddish or Fundamental?

Autor/in	Popham, W. James
Titel	Assessment Literacy for Teachers: Faddish or Fundamental?
Quelle	In: Theory Into Practice, 48 (2009) 1, S.4-11 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
Schlagwörter	Preservice Teacher Education; Inservice Teacher Education; Professional Development; Accountability; Knowledge Base for Teaching; Educational Assessment; Evaluation Methods; Student Evaluation; Guidelines; Program Development; Program Content; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; Verantwortung; Teaching theory; Theory of teaching; Unterrichtstheorie; Education; assessment; Bewertungssystem; Schulnote; Studentische Bewertung; Richtlinien; Programmplanung; Programmgestaltung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	In recent years, increasing numbers of professional development programs have dealt with assessment literacy for teachers and/or administrators. Is assessment literacy merely a fashionable focus for today's professional developers or, in contrast, should it be regarded as a significant area of professional development interest for many years to come? After dividing educators' measurement-related concerns into either classroom assessments or accountability assessments, it is argued that educators' inadequate knowledge in either of these arenas can cripple the quality of education. Assessment literacy is seen, therefore, as a sine qua non for today's competent educator. As such, assessment literacy must be a pivotal content area for current and future staff development endeavors. Thirteen must-understand topics are set forth for consideration by those who design and deliver assessment literacy programs. Until preservice teacher education programs begin producing assessment literate teachers, professional developers must continue to rectify this omission in educators' professional capabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10