{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2024,9,6]],"date-time":"2024-09-06T19:32:14Z","timestamp":1725651134999},"reference-count":13,"publisher":"SGEM WORLD SCIENCE (SWS) Scholarly Society","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2021,10,25]]},"abstract":"<jats:p> Assessing students\ufffd learning is one of the most important responsibilities a teacher can have, as well as being one of the tasks teachers spend more time doing. Thus, assessment skills are a primary tool that every teacher should master. The set of assessment skills is known as assessment literacy. Several studies point to the fact that initial teacher education has serious shortcomings in preparing future teachers for the assessment-related tasks. It seems clear that, for the development of skills in assessment, teachers should make a personal commitment in this area, attending, for example, continuous training courses in classroom assessment. \nThe main goal of this article is to analyze the relation of continuous training in assessment with the teachers\ufffd assessment literacy in two ways. First, we intend to analyze how continuous training in assessment improve the teachers\ufffd perceptions on their own assessment literacy, and secondly how continuous training improve their assessment literacy level. 253 in-service teachers of Lisbon and Setubal\ufffds Peninsula Pedagogical Zone (Portugal) participated in this study, of which 73.12% expressed their participation in assessment training and the rest did not. The data collection instrument used in this study was the Assessment Literacy Admeasurement Questionnaire (QALA). The results of the present study seem to indicate that attendance of continuous training in assessment significantly improves the perception that teachers have of their Assessment literacy, as well as their levels of Assessment Literacy. <\/jats:p>","DOI":"10.35603\/sws.iscss.2021\/s08.34","type":"proceedings-article","created":{"date-parts":[[2022,4,1]],"date-time":"2022-04-01T09:29:44Z","timestamp":1648805384000},"page":"323-330","source":"Crossref","is-referenced-by-count":0,"title":["DO TEACHERS\ufffd CONTINUOUS TRAINING IMPROVE ASSESSMENT LITERACY?"],"prefix":"10.35603","volume":"8","author":[{"given":"Luis Miguel","family":"Almeida","sequence":"first","affiliation":[{"name":"CeiED, Lusofona University","place":["Portugal"]}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"21192","reference":[{"key":"ref=1","doi-asserted-by":"crossref","unstructured":"[1] Ramesal, A., Primary and secondary teachers\ufffd conceptions of assessment: a qualitative study, Teaching and Teacher Education, 27, 472-482, 2011.","DOI":"10.1016\/j.tate.2010.09.017"},{"key":"ref=2","unstructured":"[2] Mertler. C., Preservice versus inservice teachers\ufffd assessment literacy: Does classroom experience make a difference? Paper presented at the meeting of the MidWestern Educational Research Association, Columbus, Ohio, 2003."},{"key":"ref=3","unstructured":"[3] Stiggins, R., Assessment literacy, Phi Delta Kappan, 72, pp. 534-539, 1991."},{"key":"ref=4","unstructured":"[4] Stiggins, R., Assessment literacy for the 21st century, Phi Delta Kappan, 77 (3), pp. 238-246, 1995."},{"key":"ref=5","unstructured":"[5] Brown, G., Assessment literacy training and teachers\ufffd conceptions of assessment, in C.M. Rubic-Davis and C. Rawlinson, Challenging Thinking about Teaching and Learning, Nova Science Publishers, 2008."},{"key":"ref=6","doi-asserted-by":"crossref","unstructured":"[6] Xu, Y., Brown, G., Teacher assessment literacy in practice: A reconceptualization, Teaching and Teacher Education, 58, pp. 149-162, 2016.","DOI":"10.1016\/j.tate.2016.05.010"},{"key":"ref=7","doi-asserted-by":"crossref","unstructured":"[7] Koh, K., Improving teachers\ufffd assessment literacy through professional development, Teaching Education, 22 (3), pp. 255-276, 2011.","DOI":"10.1080\/10476210.2011.593164"},{"key":"ref=8","doi-asserted-by":"crossref","unstructured":"[8] DeLuca, C., Klinger, D., Assessment literacy development: identifying gaps in teacher candidates\ufffd learning, Assessment in Education: Principles, Policy and Practice, 17 (4), pp. 419-438, 2010.","DOI":"10.1080\/0969594X.2010.516643"},{"key":"ref=9","doi-asserted-by":"crossref","unstructured":"[9] Yamtim, V., Wongwanich, S., A study of classroom assessment literacy of primary school teachers. Procedia \ufffd Social and Behavioral Sciences, 116, pp. 2998-3004, 2014.","DOI":"10.1016\/j.sbspro.2014.01.696"},{"key":"ref=10","doi-asserted-by":"crossref","unstructured":"[10] Volante, L., Fazio, X., Exploring Teacher candidates\ufffd assessment literacy: implications for teacher education, Canadian Journal of Education, 30 (3), pp. 749-770, 2007.","DOI":"10.2307\/20466661"},{"key":"ref=11","doi-asserted-by":"crossref","unstructured":"[11] DeLuca, C., Chavez, T., Bellara, A., Cao, C., Pedagogies for preservice assessment education: Supporting teacher candidates\ufffd assessment literacy development, The Teacher Educator, 48 (2), pp. 128-142, 2013.","DOI":"10.1080\/08878730.2012.760024"},{"key":"ref=12","doi-asserted-by":"crossref","unstructured":"[12] McGee, J., Colby, S., Impact of an assessment course on teacher candidates\ufffd assessment literacy, Action in Teacher Education, 36 (5-6), pp. 522-532, 2014.","DOI":"10.1080\/01626620.2014.977753"},{"key":"ref=13","unstructured":"[13] Viana, K., A importancia da formacao continuada de professores alfabetizados para melhorias na pratica pedagogica: Um estudo de caso, Revista Internacional de apoyo a la inclusion, logopedia, sociedad y multiculturalidad, vol. 3, number. 3, pp. 1-16, 2017."}],"event":{"number":"8","sponsor":["SGEM WORLD SCIENCE (SWS) Scholarly Society, Austria"],"acronym":"ISCSS, 2021","name":"8th SWS International Scientific Conference on SOCIAL SCIENCES - ISCSS 2021","start":{"date-parts":[[2021,8,19]]},"theme":"Social Sciences","location":"Albena, Bulgaria","end":{"date-parts":[[2021,8,22]]}},"container-title":["SWS International Scientific Conference on Social Sciences - ISCSS","8th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS Proceedings, 2021"],"original-title":[],"deposited":{"date-parts":[[2023,4,20]],"date-time":"2023-04-20T11:03:06Z","timestamp":1681988586000},"score":1,"resource":{"primary":{"URL":"https:\/\/ssalibrary.at\/sgem_jresearch_publication_view.php?page=view&editid1=4657"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2021,10,25]]},"references-count":13,"URL":"https:\/\/doi.org\/10.35603\/sws.iscss.2021\/s08.34","relation":{},"ISSN":["2682-9959"],"issn-type":[{"type":"print","value":"2682-9959"}],"subject":[],"published":{"date-parts":[[2021,10,25]]}}}