Teacher outcomes from a statewide initiative to build assessment literacy

Abstract

Contemporary professional development programs for teachers often aim to build assessment literacy. This study advances empirical examination in this important area. We examined the outcomes of a state education agency-sponsored teacher professional development initiative in the northwestern United States. Over five academic-year months, participants completed assignments, attended webinars, viewed videos, and developed assessment materials. Results showed no changes in teacher knowledge of assessment concepts across the training. Teacher self-efficacy for assessment tasks, however, increased significantly. Teachers reported self-efficacy levels that were modestly correlated with their demonstrated knowledge. These results highlight an opportunity to investigate affective and contextual variables as outcomes or mediators of assessment literacy initiatives and examine existing assessment literacy measures for sensitivity to change. Future studies and professional development efforts should consider how to engage teachers in authentic training opportunities that stimulate transferable growth while remaining feasible within constraints of time and geography.