A SURVEY OF GRADUATE LANGUAGE AND LITERACY STUDENTS’ SELF-REPORTED ASSESSMENT KNOWLEDGE, COMPETENCE AND PRACTICES: Implications for Classroom Instruction

Abstract

Using a descriptive cross-sectional design, this research examined the assessment knowledge, competence, and practices of a sample of graduate language and literacy English teachers. Data were collected from a convenience sample of 57 graduate students using a researcher-designed questionnaire which focused on aspects of teachers’ general assessment knowledge and their competence as it relates to their classroom assessment practices in Literacy. Analysis of the results was conducted using descriptive statistics, independent samples T-tests and correlational analyses. The results indicated that even with significant years of teaching and sound professional qualifications, teachers’ assessment knowledge was moderate. However, there was a significant difference in assessment knowledge based on years of teaching experience. The findings also revealed that, generally, teachers’ perceived assessment competence was also moderate, with teachers reporting lowest skills on standards related to developing assessment methods appropriate for instructional decisions and developing valid grading procedures which use student assessments. The teachers reported using a variety of assessment practices with classroom discussions being the most frequently used and journaling, the least popular practice.  The results also indicated a significant positive correlation between teachers’ perceived assessment competence and the assessment practices used in their English classrooms.