Three Ghanaian Preservice teachers' knowledge and understanding of assessment literacy: Implications for teaching and learning of mathematics.

This article offers an analysis of preservice mathematics teachers' knowledge and understanding of assessment literacy. We draw from Abell and Siegel's (2011) notion of assessment literacy to explain the salient component of assessment literacy among the preservice teachers who participated in this study. Semi-structured and group interviews were used to generate data from three second-year preservice teachers enrolled in a Diploma in Education program. Data were analyzed using thematic analysis. While the findings revealed that preservice teachers perceive assessment as an ongoing process aimed at gathering information about students' learning, their knowledge is grounded more on summative assessment. Furthermore, it was noted that preservice teachers view assessment as generic and not specific to mathematics teaching. In terms of conducting assessments, preservice teachers concede that time aligns with purpose and that administering assessments is solely the instructor's responsibility. Based on the findings, we concluded that preservice mathematics teachers have limited knowledge and understanding of assessment literacy. Thus, it is recommended that teacher educators pay particular attention to the evolution of preservice mathematics teachers' conception of assessment literacy. It is also recommended that preservice mathematics teachers' classroom assessment practices be investigated to ascertain how their assessment knowledge informs their classroom practices. [ABSTRACT FROM AUTHOR]