Investigating assessment literacy among Omani public-school teachers: a national study

The proposed study aims to investigate the issue of assessment literacy among Omani teachers teaching in Oman?s public schools. More specifically, the study intends to investigate the extent to which Omani teachers are knowledgeable of the key concepts in educational assessment, teachers? assessment competencies as perceived by them and their supervisors; assessment-related activities practiced by teachers in Omani public schools, as perceived by them; the extent to which teachers use assessment-data to inform practice and for school improvement purposes; the effect of certain variables such as gender, experience, subject area and cycle on teachers? assessment competencies and practices, and the factors that facilitate/hinder the development of teachers? identity as assessors. The study will employ a mixed-methods approach to data collection and analysis with two main instruments: questionnaires and focus-group interviews. The sample will include teachers and supervisors from the biggest six educational governorates in Oman in terms of teachers? numbers. Based on the findings of the study, recommendations related to assessment literacy will be made for both pre-service and in-service training programs as well as to policy makers.