Towards a conceptual framework for assessment literacy for mathematics teachers.

Hazel Tan; Kit Ee Dawn Ng; Lu Pien Cheng

Towards a conceptual framework for assessment literacy for mathematics teachers.

Hazel Tan, Kit Ee Dawn Ng, Lu Pien Cheng

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

Abstract

As part of a mathematics teacher’s skillset, knowing what kinds of assessment, when and how to assess, and for what purposes, are important. Although there have been frameworks outlining the various facets of teacher assessment literacy, recent literature suggest that gaps exists on the theoretical underpinnings as well as in psychometric claims of the measures. A framework of assessment literacy is proposed in this paper, informed by the mathematics education literature: (1) knowledge about assessment concepts; (2) skills in applying the knowledge in actual assessment practices; (3) communication and action in providing feedback or changing instructional practices based on assessment information; (4) attitudes and beliefs about assessment and its role in mathematics teaching and learning; and (5) meta-cognition and self-regulation of teachers’ own assessment literacy.

Original language	English
Title of host publication	Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education
Editors	Berinderjeet Kaur, Weng Kin Ho, Tin Lam Toh, Ban Heng Choy
Place of Publication	Singapore
Publisher	International Group for the Psychology of Mathematics Education
Pages	249-256
Number of pages	8
Volume	4
ISBN (Print)	9781387136131
Publication status	Published - 2017
Event	Annual Conference of the International Group for the Psychology of Mathematics Education 2017 - National Institute of Education, Singapore, Singapore Duration: 17 Jul 2017 → 22 Aug 2017 Conference number: 41st http://math.nie.edu.sg/pme41/

Conference

Conference	Annual Conference of the International Group for the Psychology of Mathematics Education 2017
Abbreviated title	PME 2017
Country/Territory	Singapore
City	Singapore
Period	17/07/17 → 22/08/17
Internet address	http://math.nie.edu.sg/pme41/

Keywords

mathematics education
assessment
Teacher professional knowledge

Cite this

Tan, H., Ng, K. E. D., & Cheng, L. P. (2017). Towards a conceptual framework for assessment literacy for mathematics teachers. In B. Kaur, W. K. Ho, T. L. Toh, & B. H. Choy (Eds.), Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 249-256). International Group for the Psychology of Mathematics Education.

Tan, Hazel ; Ng, Kit Ee Dawn ; Cheng, Lu Pien. / Towards a conceptual framework for assessment literacy for mathematics teachers. Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education. editor / Berinderjeet Kaur ; Weng Kin Ho ; Tin Lam Toh ; Ban Heng Choy. Vol. 4 Singapore : International Group for the Psychology of Mathematics Education, 2017. pp. 249-256

@inproceedings{2ece63c01d8644ee97c4e590a618206c,

title = "Towards a conceptual framework for assessment literacy for mathematics teachers.",

abstract = "As part of a mathematics teacher{\textquoteright}s skillset, knowing what kinds of assessment, when and how to assess, and for what purposes, are important. Although there have been frameworks outlining the various facets of teacher assessment literacy, recent literature suggest that gaps exists on the theoretical underpinnings as well as in psychometric claims of the measures. A framework of assessment literacy is proposed in this paper, informed by the mathematics education literature: (1) knowledge about assessment concepts; (2) skills in applying the knowledge in actual assessment practices; (3) communication and action in providing feedback or changing instructional practices based on assessment information; (4) attitudes and beliefs about assessment and its role in mathematics teaching and learning; and (5) meta-cognition and self-regulation of teachers{\textquoteright} own assessment literacy.",

keywords = "mathematics education, assessment, Teacher professional knowledge",

author = "Hazel Tan and Ng, {Kit Ee Dawn} and Cheng, {Lu Pien}",

year = "2017",

language = "English",

isbn = "9781387136131",

volume = "4",

pages = "249--256",

editor = "Berinderjeet Kaur and Ho, {Weng Kin} and Toh, {Tin Lam} and Choy, {Ban Heng}",

booktitle = "Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education",

publisher = "International Group for the Psychology of Mathematics Education",

address = "Germany",

note = "Annual Conference of the International Group for the Psychology of Mathematics Education 2017, PME 2017 ; Conference date: 17-07-2017 Through 22-08-2017",

url = "http://math.nie.edu.sg/pme41/",

}

Tan, H, Ng, KED & Cheng, LP 2017, Towards a conceptual framework for assessment literacy for mathematics teachers. in B Kaur, WK Ho, TL Toh & BH Choy (eds), Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education. vol. 4, International Group for the Psychology of Mathematics Education, Singapore, pp. 249-256, Annual Conference of the International Group for the Psychology of Mathematics Education 2017, Singapore, Singapore, 17/07/17.

Towards a conceptual framework for assessment literacy for mathematics teachers. / Tan, Hazel; Ng, Kit Ee Dawn; Cheng, Lu Pien.
Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education. ed. / Berinderjeet Kaur; Weng Kin Ho; Tin Lam Toh; Ban Heng Choy. Vol. 4 Singapore: International Group for the Psychology of Mathematics Education, 2017. p. 249-256.

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

TY - GEN

T1 - Towards a conceptual framework for assessment literacy for mathematics teachers.

AU - Tan, Hazel

AU - Ng, Kit Ee Dawn

AU - Cheng, Lu Pien

N1 - Conference code: 41st

PY - 2017

Y1 - 2017

N2 - As part of a mathematics teacher’s skillset, knowing what kinds of assessment, when and how to assess, and for what purposes, are important. Although there have been frameworks outlining the various facets of teacher assessment literacy, recent literature suggest that gaps exists on the theoretical underpinnings as well as in psychometric claims of the measures. A framework of assessment literacy is proposed in this paper, informed by the mathematics education literature: (1) knowledge about assessment concepts; (2) skills in applying the knowledge in actual assessment practices; (3) communication and action in providing feedback or changing instructional practices based on assessment information; (4) attitudes and beliefs about assessment and its role in mathematics teaching and learning; and (5) meta-cognition and self-regulation of teachers’ own assessment literacy.

AB - As part of a mathematics teacher’s skillset, knowing what kinds of assessment, when and how to assess, and for what purposes, are important. Although there have been frameworks outlining the various facets of teacher assessment literacy, recent literature suggest that gaps exists on the theoretical underpinnings as well as in psychometric claims of the measures. A framework of assessment literacy is proposed in this paper, informed by the mathematics education literature: (1) knowledge about assessment concepts; (2) skills in applying the knowledge in actual assessment practices; (3) communication and action in providing feedback or changing instructional practices based on assessment information; (4) attitudes and beliefs about assessment and its role in mathematics teaching and learning; and (5) meta-cognition and self-regulation of teachers’ own assessment literacy.

KW - mathematics education

KW - assessment

KW - Teacher professional knowledge

M3 - Conference Paper

SN - 9781387136131

VL - 4

SP - 249

EP - 256

BT - Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education

A2 - Kaur, Berinderjeet

A2 - Ho, Weng Kin

A2 - Toh, Tin Lam

A2 - Choy, Ban Heng

PB - International Group for the Psychology of Mathematics Education

CY - Singapore

T2 - Annual Conference of the International Group for the Psychology of Mathematics Education 2017

Y2 - 17 July 2017 through 22 August 2017

ER -