Abstract
Teacher assessment literacy is a key factor in the success or failure of teaching. Studies investigating in-service and pre-service teachers’ assessment literacy have revealed that even teachers who have taken assessment courses lack assessment literacy. The aim of this research is to propose an effective strategy for improving in-service teacher assessment literacy. The strategy is named “P2R-WATA (Practicing, Reflecting and Revising with WATA system) assessment literacy development model”, and was developed on the basis of the WATA system (Web-based Assessment and Test Analysis system). The WATA system offers personalized and situated supporting resources and provides opportunities for in-service teachers to improve their own assessment literacy. In this research, quasi-experimental method was adopted. Participants were divided into three groups: experimental group A (P2R-WATA with face-to-face instruction, n = 18), experimental group B (P2R-WATA without face-to-face instruction, n = 15) and control group (P2R without face-to-face instruction and WATA system, n = 16). Results indicated that experimental groups’ (A and B) in-service teachers’ improvement of assessment knowledge was significantly better than control group’s in-service teachers. In addition, it also showed that P2R-WATA with face-to-face instruction (experimental group A) had significantly better effectiveness in improving in-service teachers’ assessment perspectives than control group’s in-service teachers.
| Keywords: | WATA system; P2R-WATA assessment development; assessment literary; teacher education; e-Learning |
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