Dissertation/Thesis Abstract

Identifying New Jersey Teachers' Assessment Literacy as Precondition for Implementing Student Growth Objectives
by Prizovskaya, Victoria, Ed.D., Grand Canyon University, 2017, 196; 10287402
Abstract (Summary)

The Student Growth Objectives are assessments created locally or by commercial educational organizations. The students’ scores from the Student Growth Objectives are included in teacher summative evaluation as one of the measures of teacher’s effectiveness. The Danielson Model for Teaching and Learning supports the idea that assessment literate teachers are highly effective. The purpose of this quantitative causal-comparative study was to identify New Jersey teachers’ competence in student educational assessments. Prizovskaya measured teachers’ assessment literacy level between different groups based on subject taught, years of experience, school assignment and educational degree attained. The data collection occurred via e-mail. Seven hundred ninety eight teachers received an Assessment Literacy Inventory survey developed by Mertler and Campbell. Eighty-two teachers fully completed the survey (N=82). The inferential analysis included an independent-sample t test, One-Way Analyses of Variances test, a post hoc, Tukey test and Welch and Brown-Forsythe tests. The results of this study indicated teachers’ overall score of 51% on entire instrument. The highest overall score of 61% was for Standard 1, Choosing Appropriate Assessment Methods (M = 0.61, SD = 0.23). The lowest overall score of 39% (M = 0.39 and SD = 0.24) was for Standard 2, Developing Appropriate Assessment Methods. The conclusion of this study was that New Jersey teachers demonstrated a low level of competence in student educational assessments. In general, the teacher assessment literacy did not improve during the last two decades. Keywords: assessment literacy, teacher evaluation, student assessment, effective teaching

Indexing (document details)
Advisor: Reed, Lora, Bradley, George
Commitee: Bradley, George, Christensen, William, Reed, Lora, Valentine, Randall
School: Grand Canyon University
Department: College of Doctoral Studies
School Location: United States -- Arizona
Source: DAI-A 78/11(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational tests & measurements, Educational evaluation, Education Policy
Keywords: Assessment literacy, Effective teaching, Student assessment, Teacher evaluation
Publication Number: 10287402
ISBN: 9780355053265
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