Evaluation of a systematic approach to develop teachers' assessment literacy.

摘要

This program evaluation study focused on the outcomes of a professional development series designed to improve the assessment literacy of teachers. The mixed-methods study explored the relationship between high-quality professional development and changes in teachers' knowledge and skills. Through a process of identifying the intended learning outcomes, creating a table of specifications and identifying the cognitive level of assessment questions, the program intends to increase teachers' ability to create valid and reliable assessments. Supported by the program theory that high-quality professional development has positive effects on improving the quality of the teacher (Guskey & Yoon, 2009), this evaluation investigated whether the Teacher College program achieved the learning outcomes by enhancing the knowledge and skills of the teachers who participate in the program. Findings from this study supported the program theory as teachers developed knowledge and skills in this professional development program to increase their ability to create valid and reliable assessments.