Modelling beginning teachers’ assessment literacy: the contribution of training, self-efficacy, and conceptions of assessment

Abstract

Teachers devote a substantial amount of their time to assessment-related activities. This study aimed to describe beginning teachers’ assessment literacy and to examine a structural model that binds assessment literacy with assessment training, self-efficacy, and conceptions of assessment. Data were collected from 327 Israeli inductee teachers and beginning teachers, using 3 questionnaires and a test in assessment literacy. Descriptive results revealed a moderate level of assessment literacy among inductee teachers and beginning teachers. A revised structural model fits the data well. Training in assessment and conceptions of assessment exert a direct positive effect on assessment literacy and account for a substantial amount (68%) of the variance in this variable. Training in assessment and assessment literacy directly and indirectly affect assessment self-efficacy. This study provides policy makers with practical recommendations regarding suitable methods for training teachers in assessment.

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