Development and Application of a Teacher Assessment for Learning (AfL) Literacy Tool

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Copyright: Alonzo, Dennis
This research presents an empirically driven-tool for teacher assessment for learning (AfL) literacy in response to the weaknesses of existing tests, rating scales and other forms of assessments used to evaluate teacher assessment literacy. This tool is drawn from the philosophical framework of AfL and assessment innovation and change, using a probabilistic model of competence to link latent trait theory to Vygotsky’s zone of proximal development. Theoretical and empirical approaches were combined to develop a teacher AfL literacy tool with criteria and explicit standards. Exploratory, confirmatory factor and second-order factor analyses, as well as exploratory structural equation modelling were used to establish the dimensionality of teacher AfL literacy. In addition, the generalised partial credit model of Rasch model was used to explore the characteristics of the tool at the item level, and latent profile analysis was employed to explore the classes of teachers that can be identified based on their AfL literacy profile. Results show that there are six dimensions at the first-order factor level that can describe teacher roles as assessors, pedagogy experts, student partners, motivators, teacher learners, and stakeholder partners. A single general factor emerged at the second-order factor level, which was labelled as teachers as AfL literate professionals. At the item level, the tool met the measurement requirements in terms of reliability, dimensionality, difficulty and item discrimination. Latent profile analysis extracted five classes of teachers based on their AfL practices, a result which established the typology of teachers’ stages of AfL development. The findings highlight new conceptualisations of teacher AfL literacy, including new ways of categorising and describing teachers’ AfL practices, understanding the interdependence of assessment skills, highlighting the most important assessment skills of teachers, and developing a typology of stages of teacher AfL literacy development. Furthermore, the robust empirical evidence supports the utilisation of the tool for teachers’ self-assessment, for collegial evaluation of teaching practices, and for school heads’ monitoring of teachers’ AfL literacy development to support teachers to develop high levels of confidence and skills in making highly contextualised, consistent, fair and trustworthy assessment decisions to more effectively support student learning.
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Alonzo, Dennis
Davison, Chris
Lee, Jihyun
Bennett, John
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PhD Doctorate
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