Examining teacher assessment literacy and assessment efficacy: An exploratory study

dc.contributor.author	Saw Lan, Ong
dc.date.accessioned	2017-07-03T07:48:54Z
dc.date.available	2017-07-03T07:48:54Z
dc.date.issued	2013
dc.description.abstract	This study attempts to examine the gap between teachers' assessment literacy and assessment practices through the development of the teacher assessment literacy model (LPG Model) and teacher assessment practices model (APG Model). The equivalence of the model was also examined for teachers with different years of teaching experience, subject area and school level. The sample consisted of 3,866 teachers from the three northern Malaysia states (Penang, Kedah and Perak). Two instruments developed to collect data from the teacher were ILPG and IAPG. Both the models were tested separately using CFA. The results showed that both LPG and APG models consist of five main constructs. They were also found to be invariance across years of teaching experience, subject area and school level. This study also found gap exists between teachers' assessment literacy and assessment practices. The results will be useful in planning appropriate teacher training program in general and assessment professional development program in particular.	en_US
dc.identifier.uri	http://hdl.handle.net/123456789/4079
dc.subject	Teachers Assessment literacy	en_US
dc.subject	Teachers assessment practices	en_US
dc.subject	Model testing using SEM	en_US
dc.title	Examining teacher assessment literacy and assessment efficacy: An exploratory study	en_US
dc.type	Technical Report	en_US

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