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001 ocn847757321;

003 OCoLC;

005 20141212054339.0;

006 m o d ;

007 cr bn|||||||||;

008 130612s2013 ncua obm 000 0 eng d;

035 a| (Sirsi) o847757321;

035 a| (OCoLC)847757321;

049 a| EREE;

090 a| LB1776;

100 1 a| Howell, Catherine Ann.?| UNAUTHORIZED;

245 10 a| Development and analysis of a measurement scale for teacher assessment literacy /c| by Catherine Ann Howell.;

260 a| [Greenville, N.C.] :b| East Carolina University,c| 2013.;

300 a| 99 pages :b| illustrations, digital, PDF file;

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| M.A.c| East Carolina Universityd| 2013.;

500 a| Presented to the faculty of the Department of Psychology.;

500 a| Advisor: Scott Methe.;

500 a| Title from PDF t.p. (viewed July 25, 2013).;

520 3 a| The purpose of this study was to develop and analyze an updated scale of teacher assessment literacy that measures teachers' self-ratings of skills in areas mentioned in the current literature on assessment. Items were included in the scale based on expert judgment. The participants were 193 Kindergarten through fifth grade teachers in a rural school district in the southeastern United States. All demographic surveys and scales were distributed in classrooms or at an after school staff meeting and all were collected within a three week time frame. Following collection, data were entered and analyzed. Independent t-tests and analysis of variance indicated that statistically significant differences existed in overall scale scores as a function of education level, grade level taught, and measurement courses taken. Teachers with a higher level of education had higher overall scores than teachers with less education and teachers who have taken a course in measurement had higher overall scores than teachers who have not taken a course in measurement. Principal components analysis indicated that all items had moderate to high loadings on to a single component, which may be called "assessment literacy.";

504 a| Includes bibliographical references.;

650 0 a| Elementary school teachersx| Self-rating of.=| ^A1167001;

650 0 a| Curriculum-based assessment.=| ^A236142;

650 0 a| Self-evaluation.=| ^A57298;

653 a| Psychology;

653 a| Education;

653 a| Quantitative psychology and psychometrics;

700 1 a| Methe, Scott.?| UNAUTHORIZED;

710 2 a| East Carolina University.b| Department of Psychology.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/1800;

949 o| jgml;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 3321504;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 3321504-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 6/12/2013x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 3321504-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 6/12/2013x| ETDz| HERESOURCE;

Development and analysis of a measurement scale for teacher assessment literacy / by Catherine Ann Howell.

Author/creator	Howell, Catherine Ann
Other author	Methe, Scott.
Other author	East Carolina University. Department of Psychology.
Format	Theses and dissertations
Publication Info	[Greenville, N.C.] : East Carolina University, 2013.
Description	99 pages : illustrations, digital, PDF file
Supplemental Content	Access via ScholarShip
Subjects	Elementary school teachers--Self-rating of. Curriculum-based assessment. Self-evaluation.

Summary	The purpose of this study was to develop and analyze an updated scale of teacher assessment literacy that measures teachers' self-ratings of skills in areas mentioned in the current literature on assessment. Items were included in the scale based on expert judgment. The participants were 193 Kindergarten through fifth grade teachers in a rural school district in the southeastern United States. All demographic surveys and scales were distributed in classrooms or at an after school staff meeting and all were collected within a three week time frame. Following collection, data were entered and analyzed. Independent t-tests and analysis of variance indicated that statistically significant differences existed in overall scale scores as a function of education level, grade level taught, and measurement courses taken. Teachers with a higher level of education had higher overall scores than teachers with less education and teachers who have taken a course in measurement had higher overall scores than teachers who have not taken a course in measurement. Principal components analysis indicated that all items had moderate to high loadings on to a single component, which may be called "assessment literacy."
General note	Presented to the faculty of the Department of Psychology.
General note	Advisor: Scott Methe.
General note	Title from PDF t.p. (viewed July 25, 2013).
Dissertation note	M.A. East Carolina University 2013.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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Development and analysis of a measurement scale for teacher assessment literacy / by Catherine Ann Howell.

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