000			02009nam a22002777a 4500
003			ZW-GwMSU
005			20210426152150.0
008			210426b ||||| |||| 00| 0 eng d
022			_a0004-9441
040			_aMSU _cMSU _erda
100			_aHailaya, Wilham _eauthor
245	1	0	_aExamining the utility of assessment literacy inventory and its portability to education systems in the Asia Pacific region/ _cWilham, Hailaya
264			_aLos Angeles: _bSage, _c2014.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAustralian journal education _vVolume 58 , number 3 ,
520			_aTeachers use assessment to ascertain and enhance student learning, thus the importance of assessment literacy. One of the instruments that has been used to examine teachers’ assessment literacy is the Assessment Literacy Inventory developed by Mertler and Campbell. The Assessment Literacy Inventory has been validated using pre-service teachers and employing traditional statistical techniques. This study reports on the evaluation of the Assessment Literacy Inventory utility using 582 in-service teachers through employing the Rasch model and confirmatory factor analysis. The results indicate that the Assessment Literacy Inventory works well at the item level. However, the Assessment Literacy Inventory seven-factor structure, based on the Standards for Teacher Competence in Educational Assessment of Students, poses challenges against newer psychometric techniques. Hence, recommendations are presented. This article concludes with relevant implications for instrument development, educational assessment research, policy and practice, and teachers’ professional development.
650	4		_aAssessment
650	4		_a Literacy
650	4		_aConfirmatory factor analysis
700	1		_aBen Francisco _eauthor
700			_aAlagumalai, Sivakumar _eauthor
856			_uhttps://doi.org/10.1177/0004944114542984
942			_2lcc _cJA
999			_c156730 _d156730