Teacher Assessment Identity Instrument (TAII)

Project Number
SUG 06/15 GWF

Project Duration
September 2015 - August 2016

Status
Discontinued

Abstract
Assessment is an essential aspect of teachers’ work, in the specific sense of their daily practice (James & Pedder, 2006) and in the broadest sense of education’s purpose and values (Brown, Kennedy, Fok, & Chan 2009; Tan, 2012). Despite this recognition, there remain particular challenges in teachers’ adoption of innovative approaches to assessment that emphasize student-centered learning. These practices can include a variety of formative assessment or assessment for learning, such as patchwork assessments, authentic assessment tasks, or iterative and progressive assessment tasks. One construct proposed to explain this potential gap is assessment literacy, which emphasizes what teachers know about assessment and how various assessment practices and concepts can be applied in their work. However, as traditionally defined this concept does not incorporate dispositions and various contextual factors that may influence the ways that teachers’ translate their knowledge into practice. For example, Fulmer, Lee, and Tan (in press) reviewed literature on teachers’ assessment knowledge, beliefs, and practices, and argued that knowledge is just one aspect and is strongly influenced by other individual and organizational factors. Research continues to address this limitation and to expand our understanding of teacher characteristics that support assessment implementation. One avenue in this line of research is a newly-developed construct, assessment identity, which is hypothesized to consist of three parts: (1) assessment knowledge of quality assessment practices in a range of contexts; (2) confidence in using such knowledge; and (3) disposition to engage with the role of assessor. It thus not only addresses the teachers’ assessment literacy but also their beliefs and assumptions about assessment, and their sense of self as a creator, user, and consumer of assessment evidence. The proposed project is intended to dovetail with an existing project in Australia and Ireland on development and validation of the Teacher Assessment Identity Instrument (TAII) by counterparts in Australia (namely Joy Cumming and Anne Looney of the Australian Catholic University). The data collected in Singapore will be compared with data collected in Australia and other countries (e.g., Ireland). As such, the project will only help in gathering an estimate of Singapore teachers’ sense of assessment identity but these results can also be compared with their counterparts’ in other countries. It will also help in validating the TAII which can be used subsequently on a larger scale both within Singapore but also across countries.

Funding Source
MOE

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