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Conference panel to explore teachers’ assessment literacy
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Conference panel to explore teachers’ assessment literacy

Research 4 minute read

An expert panel at the upcoming Research Conference 2022 will explore a framework that is supporting the development of assessment literacy among teachers in International Baccalaureate (IB) World Schools. 

In a twilight panel titled, ‘Teachers’ assessment literacy and design competence framework’, ACER UK Senior Research Fellow Dr Sladana Krstic and ACER Research Director Dr Sarah Richardson will discuss their work with Dr Sarah Manlove, Research Manager at the International Baccalaureate Organization.

The framework is being used within the International Baccalaureate Organization to support teachers, school leaders, subject coordinators, IB program leaders, and those who design and implement professional learning opportunities. 

‘The aim of this study was to develop a framework of key assessment competencies required by teachers, and approaches to gaining those competencies, for use across IB programs and to inform professional learning resources,’ Dr Richardson said, speaking ahead of the conference.

The framework was designed to summarise the assessment literacy that needs to be addressed within the IB. 

The research undertaken in developing the framework comprised: 

  • a literature review 
  • a scan of IB documents  
  • consultations with IB staff.  

The framework identifies 7 elements of teachers’ assessment literacy, and provides a description, methodology (the attitudes, behaviours, knowledge, and skills related to each element of assessment literacy) and further resources for each .

‘Assessment literacy has clearly evolved significantly over time and continues to evolve. While much of the current work in assessment literacy focuses on using assessment, there is much less focus on designing assessment or interpreting its outcomes,' Dr Richardson said.

‘Continuous access to good quality professional learning opportunities will ensure that teachers employ best practices in approaches to assessment.

‘Greater exposure to digital assessment can also improve teachers’ abilities to design digital assessments. Professional development needs to constantly evolve as digital technologies evolve.

‘In addition to developing their own assessment literacy, teachers should also support learners to gain assessment literacy. This means ensuring that learners understand success criteria and engage in self- and peer- assessment,’ she said.

Dr Richardson concluded that more research was needed to evaluate fully how the changing nature of assessments was impacting teachers’ assessment literacy and to help teachers to make the most of digital tools in their assessment practices.

Find out more: Research Conference 2022 program 

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