DOI
https://doi.org/10.25772/KD9N-6269
Defense Date
2025
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Dr. Lisa Abrams
Second Advisor
Dr. Micheal Broda
Third Advisor
Dr. Angie Wetzel
Fourth Advisor
Dr. Kristin Cipollone
Abstract
This is a three-paper dissertation that explores how assessment literacy is developed and used across K–12 and higher education. The first paper examines how pre-service teachers develop assessment literacy within a teacher residency program. It focuses on how new teachers learn to use assessments through program design, feedback, and mentorship. The second paper analyzes how assessments are actually used in K–12 schools. It uses a latent profile analysis to identify different ways teachers work with assessment data in practice. The third paper shifts to higher education and explores how faculty apply assessment literacy in their teaching, grading, and course planning. It looks at how their understanding of assessments is shaped by their department or institutional context. Together, these three studies give a broad look at how instructors across different educational settings build and use assessment knowledge. By exploring teacher preparation and real-world assessment practices, the dissertation highlights how professional learning, context, and systems-level factors influence how assessment literacy shows up in practice.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
5-5-2025