UNDERSTANDING TEACHERS’ CONCURRENT KNOWLEDGE OF ASSESSMENT LITERACY AND CURRICULUM-BASED MEASUREMENT
Date of Award
2014
Degree Type
Thesis
Degree Name
Master of Science in School Psychology
Specialization
School Psychology
Department
Psychology
First Advisor
Gary Stoner
Abstract
As a result of the standards-based movement in education it is important for teachers to be knowledgeable about and understand the use of assessment in the general education setting. Prior studies have investigated teachers’ understanding of sound assessment known as assessment literacy. This study explores teachers’ concurrent knowledge of Curriculum-Based Measurement and sound assessment, as measured by the Assessment Literacy Inventory. More specifically, the extent of the relationship is examined by the Pearson product-moment correlation coefficient. Additionally, the relationship between training and knowledge about CBM is described.
Results of the current study revealed a moderate, positive relationship between scores on measures of knowledge about CBM and assessment literacy. It is unclear if training is related to knowledge about CBM or assessment literacy. Implications of these results and the conceptualization of assessment literacy, as well as limitations of the study, are discussed.
Recommended Citation
Hamilton, Paige, "UNDERSTANDING TEACHERS’ CONCURRENT KNOWLEDGE OF ASSESSMENT LITERACY AND CURRICULUM-BASED MEASUREMENT" (2014). Open Access Master's Theses. Paper 443.
https://digitalcommons.uri.edu/theses/443
Terms of Use
All rights reserved under copyright.