Research Focusing on Assessment Literacy: A Systematic Literature Review

Assessment literacy relates to teacher's ability to know and clearly understand the purpose, measurement, evaluation and use of assessment to report the overall level of student achievement in a particular subject or time period, reflect and take continuous follow-up action to improve instructional, student’s capability and achievement in learning. The purpose of this paper is to use co-citation analysis to detect the evolution of prior research linked to assessment literacy by identify the major sources and the classes they create (i.e. clusters) and reviews the significance of the aspects commonly mentioned by the authors in studies. The Scopus search engine was used to find the papers that were reviewed. All collected data were examined using the VOSviewer software to provide bibliometric results. The review's primary focus is on assessment literacy research that is associated to discussion in educational activities. Finally, the data show that co-occurrence of keywords in documents and co-authorship by author indicate seven and six clusters, respectively. Six primary categories of co-authorship, as follows: (1) Changes to the education assessment system, as well as prospective teacher's trust in its implementation, (2) The requirement for assessment concepts, (3) Literacy and data interpretation from teachers, (4) Assessing literacy and global needs, (5) Factors affecting teacher assessment, and (6) Methods for enhancing teachers' assessment literacy in learning. This paper analysis aims to provide a more thorough knowledge of the evolution of research topics, scientific practice and trends in new and interesting fields of study.

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Investigating how participatory action research and the use of assessment instruments can support college science instructors science assessment literacy

10.32469/10355/46891 ◽

2015 ◽

Author(s):

◽

Morgan L. Presley

Keyword(s):

Teacher Assessment ◽

Assessment Literacy ◽

Assessment Instruments ◽

Science Assessment ◽

Participatory Action ◽

Science Faculty ◽

College Science ◽

Student Misconceptions ◽

Science Instructors ◽

Use Of Assessment

The purpose of this dissertation study was to investigate how engaging in participatory action research (PAR) and using assessment instruments can support a college science instructor's science teacher assessment literacy. This study also examined the benefits and challenges college science instructors face when engaging in PAR and using assessment instruments in the college science classroom. I used a case study approach within the context of PAR focused on implementing assessment instruments. Multiple data sources were used in this study -- interviews, observations, recordings of lesson planning sessions and reflections, and artifacts -- to build the case. The findings of this study demonstrate that engaging in PAR and using assessment instruments can support the development of science teacher assessment literacy in several ways. This experience helped my participant gain confidence in his beliefs about teaching, learning and assessment, expand his knowledge of formative assessments strategies, and develop his knowledge of interpretation of assessment data. In addition, our PAR collaboration and use of assessment instruments supported the participant in integrating his knowledge in ways that supported changes in his practices. Furthermore, this study illustrates how departmental policies and mandates regarding assessment can constrain this process. This study also demonstrates that assessment instruments can be useful resources for college science instructors in several ways. First, assessment instruments can help science faculty develop learning activities and labs that address student misconceptions. Second, assessment instruments can help science faculty incorporate higher level thinking questions into their instruction and assessments. Third, having access to articles on assessment instruments that consequently outline student misconceptions can not only inform but also validate science faculty members' understanding of students. This study also demonstrates that engagement in PAR by science faculty and science education researchers can be a feasible and an effective form of professional development that is tailored to the specific needs and unique teaching contexts of faculty members; the participant found this experience preferable to, and much more effective than, attending a workshop. This study has implications for science education researchers and science faculty interested in PAR, professional developers and assessment instrument developers. This study raises questions about the extent to which faculty science assessment literacy may be constrained by departmental guidelines and policies for assessment, as well as the degree to which PAR can achieve its emancipatory aims in environments where faculty have limited academic freedom regarding course policies. This study highlighted the importance of establishing an open and trusting relationship between science faculty and researchers, the need to understand the teaching context of the science faculty member and the constraints it poses, and explicit discussion of goals for the collaboration. These enhance the ability of PAR to provide professional development that is tailored to the individual faculty member's needs and circumstances. This study highlighted several barriers to faculty use of assessment instruments, including access and usability of the instruments themselves. A central database of assessment instruments in formats that can be easily adapted by faculty would enhance the ability of college science faculty to implement these highquality assessment resources into their practice.

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Content Validity of Written Examinations in Undergraduate Anatomy

Bangladesh Journal of Anatomy ◽

10.3329/bja.v7i1.3011 ◽

1970 ◽

Vol 7 (1) ◽

pp. 14-18

Author(s):

Rubina Sultana ◽

Khondker Manzare Shamim ◽

Lutfun Nahar ◽

Ferdous Hasan

Keyword(s):

Content Validity ◽

Paper Analysis ◽

Assessment System ◽

Clinical Anatomy ◽

Developmental Anatomy ◽

Written Examination ◽

Study Results ◽

Medical University ◽

Short Answer Questions ◽

Proper Weight

Objective: In ‘Curriculum' 2002 short answer questions are newly introduced. The content of 1st professional written examination was given but the weightage of different subdivision of Anatomy is not mentioned. So, present study was done to see the content validity of different subdivisions of Anatomy in written examinations. Study design: Descriptive type of study Place and period of study: The study was carried out from January 2003 to July 2004 in the Department of Anatomy, Bangabandhu Skeikh Mujib Medical University, Dhaka. Methods: It was based on a quantitative method; the question paper analysis based study. Results: It is evident from the questions paper analysis that different subdivisions of Anatomy are usually not given proper weight in the Anatomy written examinations. There are some subdivisions of Anatomy which are usually covered less than required. These include Genetics, Histology, General Anatomy, General Developmental Anatomy, Clinical Anatomy, etc. Conclusion: for further improvement of assessment system of Anatomy, content validity is needed to be established. Key words: Content validity, Anatomy, undergraduate, written examinations doi: 10.3329/bja.v7i1.3011 Bangladesh Journal of Anatomy January 2009, Vol. 7 No. 1 pp. 14-18

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Language Teacher Assessment Literacy: A Current Review

Journal of English Language and Culture ◽

10.30813/jelc.v11i1.2291 ◽

2021 ◽

Vol 11 (1) ◽

Author(s):

Nurdiana Nurdiana Nurdiana

Keyword(s):

Language Assessment ◽

Teacher Assessment ◽

Language Teachers ◽

Assessment Literacy ◽

Good Test ◽

Language Teacher ◽

Test Specifications ◽

Alternative Assessments ◽

Research Findings ◽

Teacher Assessment Literacy

<span>H<span>Half of the language teachers’ time is spent on assessing students’ performance. Therefore, they should be literate to language assessment in terms of how to make a good test or knowing which method appropriate to assess their students’ learning. Without having assessment literacy, they may not be able to help their students achieve the best results of their performance. For this reason, the present study attempts to examine language teacher assessment literacy and how it has been measured. Besides, suggestions and recommendations for language teachers regarding assessment literacy are discussed in this study. A literature review was employed to conduct this research. Findings suggest that language teachers need more training on language assessment due to their lack of knowledge of language assessment. Although some of them are assessment literate, they do not practice the knowledge in their classroom. This implies that the training they need could be on how to select appropriate assessments for their students, how to design a test, alternative assessments, and test specifications.</span></span>

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Application of Quality Assessment System in Sudanese Construction Industry

FES Journal of Engineering Sciences ◽

10.52981/fjes.v9i3.696 ◽

2021 ◽

Vol 9 (3) ◽

pp. 52-57

Author(s):

Yasir Mohamed Hassan Amin ◽

Mohamed Abdulla Nugdalla Ahmedi

Keyword(s):

Literature Review ◽

Quality Assessment ◽

Construction Industry ◽

Construction Projects ◽

Assessment System ◽

Construction Process ◽

Standard Score ◽

Factors Affecting ◽

Assessment Systems ◽

Main Factors

Quality management is considered one of the most important obstacles facing the construction industry in Sudan. The application of a quality assessment system contributes to the development of quality in projects as it is possible to measure the quality in projects. This paper aims to introduce one of the quality assessment systems, which is the system followed and applied in the Singapore (CONQUAS). This system assesses quality based on structural, architectural, mechanical and electrical work. The paper also aims to study the factors affecting the application of the quality assessment system in Sudan. The study is carried out in the region of Khartoum. The study is focusing on the construction projects. The study is carried out by questionnaires and other literature review. The respondents are consultants and contractors. The data has been distributed and analyzed by using the Average Index. From the study it was found that CONQUAS standard is assessed the building based on workmanship standards by the assessors from the BCA on site using standard score sheets. The assessment is done throughout the construction process for structural, mechanical and electrical works, and from questionnaire results the main factors affect construction industry in Sudan is lack of standardization in Sudan. The author recommended that more study shall be conducted to identify factors affecting quality in Sudanese construction industry and how to improve the quality.

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Teachers’ Understanding of Formative Assessment

Lingua Cultura ◽

10.21512/lc.v12i1.2113 ◽

2018 ◽

Vol 12 (1) ◽

pp. 45

Author(s):

Mohammad Arsyad Arrafii ◽

Baiq Sumarni

Keyword(s):

Formative Assessment ◽

Factor Loading ◽

English Teachers ◽

Teacher Assessment ◽

School Level ◽

Hierarchical Regression ◽

Assessment Literacy ◽

Public And Private ◽

Four Dimensions ◽

Procedural Approach

The research explored teachers’ understanding of formative assessment in the secondary school level, particularly in the context of English teaching and examined factors related to the teacher assessment in the literacy level. To achieve the intended purposes, a self-designed instrument named Teacher Formative Assessment Literacy Questionnaire (TFALTQ) was emploted. Cronbach alpha measured the internal consistency of items that measuring the latent constructs were adequately accepted (α= 0,67), and exploratory the factor analysis using rotation matric revealed a robust factor loading of the variance explained with KMO statistic of 0,72. The questionnaire was distributed to all English teachers who taught in the secondary high school in central Lombok. There were 243 teachers from public and private high schools were participated in the study. The participants came from both public school and religious school, regardless of their school types and level. Using the case of 243 English teachers, the analysis reveals that the teachers’ understanding of formative assessment is inadequate and that four dimensions of teachers’ formative assessment literacy and understanding are revealed. These include an assessment to serve the accountability purpose, examination/test driven learning, the procedural approach to learning and assessment, and the receptive role of students. The multiple hierarchical regression analysis is performed to identify athe factors that are influencing the teachers’ formative assessment literacy. The analysis suggests that the teachers have a poor understanding of formative assessment, insufficient training in assessment and gender is a strong predictors of teachers understanding of formative assessment.

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Implementasi Sistem Informasi Pendidikan Muhammadiyah (Sidikmu) Dalam Layanan Administrasi Sistem Pe Nilaian Al Islam, Kemuhammadiyahan Dan Bahasa Arab (Ismuba) Pada Era Industri 4.0 Di Sekolah Dasar Muhammadiyah 1 Krian, Sidoarjo

International Journal on Integrated Education ◽

10.31149/ijie.v3i9.591 ◽

2020 ◽

Vol 3 (9) ◽

pp. 70-76

Author(s):

Muhammad Triandoyo ◽

Isa Anshori

Keyword(s):

Information System ◽

Data Collection ◽

Information And Communication Technology ◽

Communication Technology ◽

Learning Process ◽

Assessment System ◽

Educational Institutions ◽

Education Assessment ◽

Information And Communication ◽

Educational Information

The development of the world of technology cannot be avoided, educational institutions as centers of education and learning must follow these technological developments so that they can exist more. In the industrial era 4.0 which was marked by advances in information and communication technology, accelerating and providing various kinds of convenience in accessing information and data on various aspects of life. This acceleration and convenience has become a necessity and a lifestyle. Therefore, schools as educational institutions that have various kinds of data must be willing to make changes, adjust to these demands, so that the education and learning process can take place properly, quickly, and accurately. Schools must take advantage of information and communication technology. Carry out the education and learning process online. Consequently, it must have facilities and infrastructure, in the form of information and communication technology. However, the reality in the field is that not all schools have and apply this technology, due to various limitations, financial and workforce quality. The problem then is, is this true, information and communication technology is a major need, without this technology learning cannot take place optimally, the continuity of the institution and its existence is threatened. From here the researcher was moved to research on the implementation of information systems online. Aims to find out and understand the effectiveness of online information system implementation in Era 4.0 as a database and educational information service center at the Krian 1 Muhammadiyah Primary School. This type of qualitative research uses a phenomenological approach (field research). This study used data collection techniques in the form of observation, interviews, and documents. The collected data were analyzed through 3 stages, namely data collection, data reduction, data presentation, and conclusion drawing. To check the validity of the data, triangulation was used. The results obtained from this study are the implementation of the Muhammadiyah Education Information System (Sidikmu) in the administrative services of the Al Islam, Kemuhammadiyahan, and Arabic education assessment system in the Industrial era 4.0 at SD Muhammadiyah 1 Krian Sioarjo implemented in integral automation. An information system that not only functions as a database but also as a center for educational information services for student guardians. So that educational institutions can move according to the era which is completely online and instant. Sidikmu is effective and efficient in improving the quality and productivity of the ISMUBA education assessment system administration services at SD Muhamadiyah 1 Krian, Sidoarjo. The effectiveness and efficiency of Sidikmu's work automatically integrate all existing data in schools, making it easier for the administrative process for assessments, especially on ISMUBA subjects. The main obstacle is that not all Ismuba teachers master the technology, so training is needed, the provision of facilities, and guaranteed awards for Creative and Innovative Ismuba teachers

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Continuous user experience monitoring of a patient-completed preoperative assessment system: Usability evaluation and impact on completion times (Preprint)

10.2196/preprints.31679 ◽

2021 ◽

Author(s):

Inocencio Daniel Maramba ◽

Arunangsu Chatterjee

Keyword(s):

User Experience ◽

Completion Time ◽

Phase 1 ◽

Preoperative Assessment ◽

Usability Evaluation ◽

Ease Of Use ◽

Assessment System ◽

Phase 2 ◽

Factors Affecting ◽

Completion Times

BACKGROUND Preoperative assessment reduces the risk of poor perioperative outcome and reduces cost of a specific group of perioperative candidates. The implementation of a preoperative digital tool may help to improve guideline adherence. MyPreOp®(Ultramed Ltd, Penryn, UK) is a web-based questionnaire designed to replace paper-based preoperative assessments. OBJECTIVE The study aimed to assess the user experience of MyPreOp®, investigate the factors affecting completion times, and devise a method of administering a validated usability scale without negatively affecting completion times. METHODS Anonymised datasets were extracted from the MyPreOp® system. The data collected included age, gender, American Society of Anesthesiology physical classification status, and time taken to complete the assessment. Two user experience evaluations were used: In Phase 1, two questions asking about overall experience and ease of use; and in Phase 2, a previously validated usability questionnaire, with its 20 questions equally distributed among five succeeding patient cohorts. There were 2593 respondents in total (Phase 1: n=1193; Phase 2: n=1400). RESULTS MyPreOp®scored well in both phases. In Phase 1, 80% of respondents had a good or better experience and 90% found it easy to use. The usability rating in Phase 2 was 4.13 (out of a maximum of 5) indicating high usability. Average completion time was 46.95 minutes (sd=25.83). The implementation of the longer usability evaluation scale in Phase 2 did not negatively impact completion times. Age and physical status were found to influence completion times but strength of the correlation was only moderate. CONCLUSIONS MyPreOp® rates high in both user experience and usability. The method of dividing the questionnaire into five blocks is both valid and does not negatively affect completion times. Further research into the factors affecting completion time is recommended.

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