Classroom Assessment Literacy: Exploring Teachers’ Knowledge and Skills for Assessment

Dear Colleagues,

Classroom assessment (CA) comprises an array of informal and formal practices that teachers use to obtain, analyze, interpret, and communicate information about student performance to support goal-oriented learning, make instructional decisions, and evaluate classroom achievement.

There is a strong—though by no means exhaustive—body of research on how high-quality CA practices such as feedback and self-assessment can support learning processes, as well as on teacher grading. However, there is still much unexplored territory which needs to be elucidated in order to be able to implement high-quality CA practices—to be “assessment literate”. The need for research on assessment literacy is especially pressing as technological advances, attention to social–emotional learning, and renewed concern for fairness change the nature of what is assessed in contemporary classrooms, and also how this is assessed.

This Special Issue aims to extend the knowledge base about what it means for teachers to be CA literate. The scope of appropriate types of research includes experimental, quasi-experimental, and correlational research; case studies, content analyses, and other types of qualitative research; measurement studies; and conceptual work.

Research topics may include (but are not limited to) the following:

• Teacher knowledge and skills for CA in general, or specific CA practices, e.g.:
• Task design;
• Work interpretation;
• Feedback;
• Communication;
• Grading;
• Using assessment technology.
• Professional development to improve CA literacy;
• Teaching for CA literacy;
• CA literacy in specific domains, e.g., math, writing;
• Cognitive and non-cognitive correlates of CA literacy;
• Measurement of CA literacy;
• Conceptual analyses of CA literacy.

……

Prof. Sarah M. Bonner
Dr. Chad M. Gotch
Guest Editors

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• assessment literacy
• classroom assessment
• assessment competencies
• formative assessment skills
• grading practices
• teacher education
• preservice teacher education