Abstract
Given the increased levels of accountability that are driven by High-Stakes testing, it seems only fair that the stakeholders at the heart of that process – the teachers – are given training to help them to understand the principles and issues that sit behind assessment design and delivery. Amongst the several challenges in delivering this training in assessment literacy (AL) to teachers are the sheer quantity of information to be disseminated in a short period of time and the approach to that training. This chapter describes a pilot study that investigated the challenges above along with the impact and perceptions of an AL training session. The study illustrates the vulnerable position teachers find themselves in when responsible for High-Stakes testing, their voiced needs and their frustration with the time available to create or manage valid, fair and reliable tests. The study concludes by advocating split levels of AL training in order to empower teachers in their decision making and protect those that are required to design tests. It also suggests a revised approach to training that treats these teachers as experts rather than novices and thus builds their confidence so that they can contribute effectively to the various aspects of High-Stakes tests.
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Appendices
Appendices
1.1 Appendix 1: Teachers’ Engagement in Testing
1.2 Appendix 2: Perceptions on Satisfaction with the Workshop
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Boyd, E., Donnarumma, D. (2018). Assessment Literacy for Teachers: A Pilot Study Investigating the Challenges, Benefits and Impact of Assessment Literacy Training. In: Xerri, D., Vella Briffa, P. (eds) Teacher Involvement in High-Stakes Language Testing. Springer, Cham. https://doi.org/10.1007/978-3-319-77177-9_7
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DOI: https://doi.org/10.1007/978-3-319-77177-9_7
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