Teacher Assessment Literacy

The Foundation of Assessment Practice in Support of Learning and Equity
1. Auflage 2026
ISBN: 978-0-367-67835-7
Verlag: Taylor & Francis

Buch, Englisch, 154 Seiten, Format (B × H): 129 mm x 198 mm, Gewicht: 453 g

Reihe: Student Assessment for Educators

Teacher Assessment Literacy explores how the knowledge, skills, and dispositions essential to classroom assessment can guide assessment practice and approaches in ways that elevate learning and create environments that leverage the diversity among today’s students.

Concise yet comprehensive, this book links the foundations of assessment praxis to instructional decision-making, with special attention to issues of equity and culturally relevant practice and asset-based approaches.

The authors’ coverage of assessment purposes and frameworks, differentiation in instruction, motivation and self-regulation, and data use practices make this an ideal volume for pre- and in-service teachers and those who prepare them.

Zielgruppe

Postgraduate and Professional

Autoren/Hrsg.

Abrams, Lisa M.

Varier, Divya

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Prüfungen und Beurteilungen
• Sozialwissenschaften Pädagogik Pädagogik Bildungswesen: Organisation und Verwaltung

Inhaltsverzeichnis

1. What is assessment literacy? 2. Roles and Forms of Assessments as Foundations of Assessment Literacy 3. Assessment practices that support equitable teaching 4. The impact of assessment use practice on student motivation, engagement, and self-regulated learning 5. Ethical Guidelines for Classroom Assessment Literacy

Über Autor(innen)

Lisa M. Abrams is a Professor of Research, Assessment and Evaluation in the School of Education, and an Assistant Vice Provost for Faculty Affairs, in the Office of the Provost, at Virginia Commonwealth University, USA.

Divya Varier is Associate Professor of Educational Psychology and Research Methods in the College of Education and Human Development at George Mason University, USA.