Reconceptualising the role of teachers as assessors: teacher assessment identity

Anne Looney; Joy Joy Cumming; Fabienne Michelle Van der Kleij; Karen Harris; Fabienne van der Kleij

doi:10.1080/0969594X.2016.1268090

Reconceptualising the role of teachers as assessors: teacher assessment identity

Anne Looney
, Joy Joy Cumming
, Fabienne Michelle Van der Kleij
, Karen Harris
, Fabienne van der Kleij

Australian Council for Educational Research (ACER)

Research output: Contribution to journal › Article › peer-review

Original language	English
Journal	Assessment in Education: Principles, Policy & Practice
Volume	25
Issue number	5
DOIs	https://doi.org/10.1080/0969594X.2016.1268090
Publication status	Published - 2 Jan 2017

Disciplines

Psychology
Curriculum and Instruction

Access to Document

10.1080/0969594X.2016.1268090Licence: Unspecified

https://acuresearchbank.acu.edu.au/item/863x9/reconceptualising-the-role-of-teachers-as-assessors-teacher-assessment-identity

Cite this

@article{b55eae767a734149bf43a9d0a85d87e1,

title = "Reconceptualising the role of teachers as assessors: teacher assessment identity",

author = "Anne Looney and Cumming, \{Joy Joy\} and \{Van der Kleij\}, \{Fabienne Michelle\} and Karen Harris and \{van der Kleij\}, Fabienne",

note = "Teachers' capabilities to conduct classroom assessment and use assessment evidence are central to quality assessment practice, traditionally conceptualised as assessment literacy. In this paper we present, firstly, an expanded conceptualisation of teachers' assessment work.",

year = "2017",

month = jan,

day = "2",

doi = "10.1080/0969594X.2016.1268090",

language = "English",

volume = "25",

journal = "Assessment in Education: Principles, Policy \& Practice",

number = "5",

}

TY - JOUR

T1 - Reconceptualising the role of teachers as assessors: teacher assessment identity

AU - Looney, Anne

AU - Cumming, Joy Joy

AU - Van der Kleij, Fabienne Michelle

AU - Harris, Karen

AU - van der Kleij, Fabienne

N1 - Teachers' capabilities to conduct classroom assessment and use assessment evidence are central to quality assessment practice, traditionally conceptualised as assessment literacy. In this paper we present, firstly, an expanded conceptualisation of teachers' assessment work.

PY - 2017/1/2

Y1 - 2017/1/2

U2 - 10.1080/0969594X.2016.1268090

DO - 10.1080/0969594X.2016.1268090

M3 - Article

VL - 25

JO - Assessment in Education: Principles, Policy & Practice

JF - Assessment in Education: Principles, Policy & Practice

IS - 5

ER -