ASSESSMENT LITERACY TO FACILITATE TEACHER INTERVENTION AND IMPROVE STUDENT LEARNING

The presentation will start with a brief overview of components of assessment literacy and their effects on teaching and learning in the classroom. The presenters will then continue to talk about a study carried out at... [ view full abstract ]

The presentation will start with a brief overview of components of assessment literacy and their effects on teaching and learning in the classroom. The presenters will then continue to talk about a study carried out at Istanbul Sehir University, English Preparatory program. The aim of the study was to analyse the effectiveness of different kinds of formative assessment tools in determining the likelihood of students’ overall success in the summative exam at the end of the program. For this aim, discriminant function analysis and logistic regression were performed to find out the best predictors of success of A2 (n = 203) and B1 (n = 93) students respectively. It was found that while 5 out of 8 formative assessment tools served to determine failure and achiever group membership in the A2 level, 2 out of 8 tools did so in the B2 level.

In addition, the teachers of the same students were clustered in terms of the achievement levels of their students. By this, we aimed to explore if teachers’ knowledge of educational assessment and their experience in the program have an effect on their students’ success. A strong connection between teachers’ backgrounds and students’ achievement was observed, suggesting far-reaching implications for many stakeholders in the field of education.

The presentation aims to share our findings regarding the effectiveness of various formative assessment tools in predicting overall student success. Additionally, the results of our comparison of teachers’ experience and... [ view full abstract ]

The presentation aims to share our findings regarding the effectiveness of various formative assessment tools in predicting overall student success. Additionally, the results of our comparison of teachers’ experience and assessment backgrounds in relation to students’ achievement will be presented. Implications concerning the necessity of assessment literacy will be discussed.