TKI - Curriculum Update

Developing teachers' assessment literacy

Teachers' assessment literacy is a key factor in improving teaching and learning and in school development. Fullan (1999) defines assessment literacy as:

the capacity to examine student data and make sense of it;

the ability to use the data to make effective changes in teaching and in schools;

a commitment to engaging in external assessment discussions, that is, the active seeking out of external standards against which to test performance.

Assessment literacy requires teachers to intergrate and apply knowledge and skills related to curriculum, assessment, and pedigogical practice. Sadler 1998 says that this includes

knowledge about content or substance of what is to be learned;

knowledge about learners and learning;

skills in devising assessment tasks;

knowledge of criteria and appropriate standards;

skills in the analysis and use of assessment information;

expertise in giving appropriate, targeted feedback.
Assessment for Better Learning (ABeL) professional development projects have been offered to schools since 1995. This year's programme focuses on increasing teachers' assessment literacy and their knowledge and application of formative assessment practices.

I was asked by some smaller schools to help them think about how they might use their data better. We started talking about negotiating goals for improvement with students and staff and examining formative practice to look for ways of improving teaching. I think that is immensely exciting. And the teachers got excited too because they could see how they could try strategies and find out if they worked from their existing information systems.

Michael Absolum, ABeL Programme Director

In 2000, the Ministry contracted Dr Roger Peddie from Uniservices, Auckland University, to evaluate ABeL professional development programmes. The evaluation report concluded that "ABeL has had a substantial and beneficial effect on most participating schools" (page 9). Responses from 156 school questionnaires indicated that, for schools, "the most productive outcomes" of the ABeL programme were:

better assessment techniques in a school-wide system (42%);

staff professional development and changes in staff thinking (42%);

better curriculum programmes or delivery (34%);

improved co-operation with other schools (26%);

generally greater understanding of assessment (23%);

better reporting to parents and/or boards of trustees (21%).

An increased number of professional development programmes will be available in 2002 to support assessment for learning.

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