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Teacher candidates' literacy in assessment.
Abstract
The present study investigated graduate and undergraduate teacher candidates' assessment literacy by identifying the extent to which assessment standards were met. Participants' teaching experiences were also examined for their influence on level of assessment literacy. Results showed that graduate teacher candidates had higher assessment literacy than undergraduate teacher candidates, and those with prior teaching experience demonstrated higher assessment literacy. Participants were found to have the most difficulty with communicating the assessment results to others such as parents, school personnel, and students.
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