Assessment Literacy: A Study of the Perception of Practicing Teachers and the Emphasis Teacher Education Programs Place on Assessment Literacy

Button, Carrie Abstract This mixed methods study explored practicing teachers’ perceptions of assessment literacy and the extent to which teacher education programs in the South Atlantic region of the United States emphasize it. Assessment literacy is crucial for effective instructional decisions and fair assessment practices, yet research shows many teachers enter the profession unprepared. Guided by cognitive learning theory, constructivist learning theory, and psychometric theory, the study addressed two research questions: What is the perception of current practicing teachers who graduated from teacher education programs at South Atlantic region universities and colleges regarding assessment literacy? and What emphasis do teacher education programs at South Atlantic region universities and colleges place on assessment literacy? The study used an explanatory sequential mixed methods design. Phase 1 involved a quantitative survey of practicing K–12 teachers using the teacher assessment literacy perception survey, which assessed perceptions of the importance, preparation, and practice of assessment. Phase 2 included qualitative document analysis of undergraduate teacher education course catalogs and related program materials coded using a structured protocol aligned with established assessment literacy frameworks. The study findings show that teachers mainly see assessment literacy as crucial but often feel only moderately or inadequately prepared by their teacher education programs. Teachers reported greater confidence in formative assessment and assessment-for-learning practices than in psychometric concepts such as validity, reliability, fairness, and data interpretation. Document analysis revealed that assessment literacy concepts are usually embedded within broader coursework rather than in dedicated courses, which limits depth and practical application. These findings highlight a continued gap between classroom assessment demands and teacher preparation, with implications for teacher education curriculum, licensure, accreditation policies, and targeted professional development.

Grantor dc:publisher

Alverno College

Year dc:date

2026

Author dc:creator

• Button, Carrie

Statement dc:rights

• These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law.

Language dc:language

English

Repository record dc:identifier

https://alverno.omeka.net/items/show/1024

OAI identifier oai:identifier

oai:alverno.omeka.net:1024