Role of Training and Teaching Experience on Teachers’ Assessment Literacy

Abstract

Teaching and assessment go hand in hand at school. Teachers need pedagogical knowledge as well as assessment literacy for effective teaching. This study aims to examine the role of teacher training programmes and teaching experience in developing assessment literacy among teachers working in public schools in Nepal. Following a quantitative survey design, the sample (n=202) was selected from teachers working in Pakhribas Municipality of Dhankuta District (N=406). A questionnaire was developed in Microsoft Forms to collect data. The questionnaire was administered via email, and data were analysed using IBM SPSS. The results indicate that teacher training and teaching experience play a significant role in the use of government-prepared assessment standards, in providing feedback to students, in assessing colleagues, and in communicating with parents. This study has implications for policymakers, administrators, and teachers in designing appropriate measures to develop teachers’ assessment literacy.