Exploring K–12 Teachers’ Assessment Literacy and Self-efficacy in China
Over the past three decades, assessment literacy has become a global priority for teachers, but its overall status in China remains underexplored. Previous research suggested that teachers’ assessment literacy significantly influenced their self-efficacy in assessment. This study used a quantitative...
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| Format: | Article |
| Language: | English |
| Published: |
Canadian Society for Studies in Education
2024-12-01
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| Series: | Canadian Journal for New Scholars in Education |
| Online Access: | https://journalhosting.ucalgary.ca/index.php/cjnse/article/view/79917 |
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| Summary: | Over the past three decades, assessment literacy has become a global priority for teachers, but its overall status in China remains underexplored. Previous research suggested that teachers’ assessment literacy significantly influenced their self-efficacy in assessment. This study used a quantitative survey, including the “Questionnaire of Teacher Assessment Self-Efficacy” and the “Teacher Assessment Literacy Inventory”, to examine this dynamic among 312 teachers from Shanghai, China. Key findings included: (1) most Chinese teachers lacked a fundamental understanding of assessment literacy; (2) assessment literacy significantly impacted teachers’ self-efficacy, particularly in areas related to selecting and developing methods; and (3) secondary school teachers, mathematics teachers, and both novice and highly experienced teachers showed the greatest impact of assessment literacy on self-efficacy. These insights highlighted the need for enhanced professional development in assessment literacy in Asia and offered perspectives for Western educators working with teachers and students from Asia. |
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| ISSN: | 1916-9221 |