Analyzing Assessment Literacy in Education: A Personal and School Survey

Introduction to Assessment Literacy

Assessment literacy is a term used to refer to the knowledge and skills required by educators to identify, choose, or create assessments for various purposes relating to specific learning goals and objectives. The term also refers to the measures educators use to examine qualitative and quantitative evidence from assessments in order to make improved decisions about how to enhance student learning. Assessment literacy is therefore regarded as an important and necessary skill for contemporary educators because of the role it plays in enhancing student learning and achievement (Pipkin, 2017). Assessment-literate educators have the ability to distinguish between suitable and unsuitable assessment practices. This paper documents and analyzes a personal survey of assessment literacy as well as a school survey of assessment literacy.

Personal Survey of Assessment Literacy

To examine my own assessment literacy, I conducted a survey using an assessment tool that incorporated five sections: General Considerations, Prior to Test Design, Writing the Test, During Test Administration, and After Testing. As shown in Figure 1, I performed highest in Writing the Test, General Considerations, and After Testing, with average scores of 4.0, 3.9, and 3.8 respectively. However, I had lower average scores in Prior to Test Design and During Test Administration, at 3.2 and 2.7 respectively.

Generally, these results demonstrate my understanding of the significance of assessments in improving student learning over time and the standards-based approach I use in providing assessments to students. Given the varying scores across categories, there are identifiable strengths and weaknesses in my assessment literacy skills. The areas of weakness require improvement in order to enhance my assessment literacy capabilities and help me design assessments that support the achievement of desired learning goals and objectives, as well as improve student learning and achievement overall.

Strengths and Weaknesses in Personal Assessment Practice

Based on the results of this personal survey, my greatest area of strength in regard to assessment literacy is Writing the Test. Having the highest average score in this area demonstrates that my test items focus on the core of the subject and the purpose of the test. According to Goodrich (2014), one of the most important elements in creating high-quality assessments is determining the purpose of the test prior to writing it. Once the purpose is determined, it is important to ensure that the test items reflect that purpose and the core of the discipline. By ensuring that my tests are strongly rooted in the discipline and aligned with the purpose of the assessment, I help students and parents understand progress in learning and identify areas requiring improvement.

For example, when writing tests, I first examine what has been taught in the classroom and use that foundation to determine the purpose of the test. I then prepare the test according to that purpose and ensure the items reflect what students have learned. During the writing process, I engage colleagues to review and revise the test so that it accurately reflects the intended target or purpose.

My greatest limitation in regard to assessment literacy is During Test Administration, the area in which I had the lowest average score of 2.7. This score indicates that I need to learn how to more effectively provide directions to students as they complete tests. Currently, I experience challenges in giving clear directions, maintaining a conducive testing environment, and monitoring students during the assessment. One goal I have set for overcoming this limitation is to create a more structured and supportive testing environment for all students. I will work toward this by ensuring students read the directions for each section and feel comfortable seeking clarification when needed. I will also become more visible and mobile in the classroom during testing in order to monitor students more effectively.

School Survey of Assessment Literacy

In addition to examining my personal assessment literacy, I also assessed the assessment literacy level of my school. As shown in Figure 2, the assessment criteria included General Considerations, Prior to Test Design, Writing Common Assessments, During Administration of Common Assessments, and After Administration of Common Assessments. These categories parallel those used in the personal survey, enabling a meaningful comparison between individual and institutional practices.

Conclusion

Assessment literacy is an important tool in the modern learning environment, as it provides a suitable foundation for creating assessments that align with desired learning objectives and content. Teachers in the modern classroom need to possess assessment literacy skills to help improve student learning. By helping teachers develop high-quality assessments, assessment literacy skills contribute to improved student learning and achievement by clearly indicating students' progress throughout the learning process.

References

Goodrich, K. (2014, June 5). Assessment literacy: Teacher tips for speaking with parents and students about assessments. Retrieved April 14, 2018, from

Mariotti, A. P. (2009). Creating your teaching plan: A guide for effective teaching. Bloomington, IN: Author House.

Pipkin, D. (2017, April 12). Assessment literacy is a necessary skill for today's educator. Retrieved April 14, 2018, from https://mseanewsfeed.com/assessment-literacy-is-a-necessary-skill-for-todays-educator-25a6ca951918

Schuhl, S. (2010, December 1). Eliminating bias in grading: Teachers collaborate on student assessments. Retrieved April 14, 2018, from