Toward a Differential and Situated View of Assessment Literacy: Studying Teachers' Responses to Classroom Assessment Scenarios
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Research has consistently demonstrated that teachers’ assessment actions have a significant influence on students’ learning experience and achievement. While much of the assessment research to date has investigated teachers’ understandings of assessment purposes, their developing assessment literacy, or specific classroom assessment practices, few studies have explored teachers’ differential responses to specific and common classroom assessment scenarios. Drawing on a contemporary view of assessment literacy, and providing empirical evidence for assessment literacy as a differential and situated professional competency, the purpose of this study is to explore teachers’ approaches to assessment more closely by examining their differential responses to common classroom assessment scenarios. By drawing on data from 453 beginning teachers who were asked to consider their teaching context and identify their likely actions in response to common assessment scenarios, this paper makes a case for a situated and contextualized view of assessment work, providing an empirically-informed basis for reconceptualizing assessment literacy as negotiated, situated, and differential across teachers, scenarios, and contexts. Data from survey that presents teachers with assessment scenarios are analyzed through descriptive statistics and significance testing to observe similarities and differences by scenario and by participants' teaching division (i.e., elementary and secondary). The paper concludes by considering implications for assessment literacy theory and future related research.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it