Classroom assessment in flux: Unpicking empirical evidence of assessment practices
Written by: Chris Larvin
9 min read
CHRIS LARVIN, HEAD OF EVALUATION & IMPACT, TEACH FIRST, UK
The term ‘assessment literacy’ describes teachers’ knowledge and use of classroom assessment approaches. Over the past decade, assessment literacy has evolved from being viewed as a singular set of knowledge and skills into a multidimensional construct encompassing a wide range of competencies and dispositions. Early conceptions were framed in terms of the competencies of teachers in creating and implementing sound assessments, rooted in the standards of assessment developed by educational associations in the United States (Coombs and DeLuca, 2022). More recently, the field has evolved to recognise assessment literacy as a complex interplay of foundational knowledge, teachers’ beliefs and identities, socio-cultural contexts and the ability to navigate the intricacies of the classroom. This broader conception acknowledges the critical role of context, teacher beliefs and identity in shaping the practices of classroo
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