Teachers’ assessment literacy and attitudes

Abstract

Teachers use various assessment methods to make decisions in their classrooms. This study focused on the relationship between teachers’ knowledge about educational assessment and their attitudes toward various forms of assessment. One hundred seventeen inservice teachers responded to questions on a data collection instrument. Analytical methods included canonical correlation and other correlational procedures.

Results from the study indicate that knowledge about educational assessment is moderately related to current attitudes toward assessment. The implications of these results are considered within the context of providing quality training in educational measurement for inservice teachers.