Investigating Gender Differences in Classroom Assessment Literacy of College Teachers

Abstract

The main objective of the study was to investigate the classroom assessment literacy of college teachers. The study was quantitative. A survey method was used in this study. The data were collected from 251 government college teachers from Gujranwala city using cluster sampling technique. Teachers’ classroom assessment literacy test was adapted to collect the data. It was originally developed by Mertler (2003). It covers seven standards for measuring teachers’ competence in educational assessment of students. It includes CAAM, DAAM, ASRI, URMD, URAG, CAR, and RUMA. The test has 35 MCQs type items. It was piloted, and the Cronbach Alpha reliability coefficient value was found to be 0.81. The findings of the study revealed that the majority of the teachers had classroom assessment literacy at low level. It tinted the need to develop related training sessions and programs to enhance the level of teachers’ classroom assessment literacy.