Teachers' assessment literacy and practices: establishing a linl to students' motivational orientation and learnning strategies

Classroom assessment is one of the main responsibilities of the teachers. Unfortunately, studies of educational assessment have repeatedly expressed a concern about the adequacy of teachers' assessment literacy and practices. The study would develop a model that could predict the extent to which assessment practices of the in-service teachers align with the recommended practices of the assessment experts. Students are exposed to a variety of assessment activities in the classroom, which may influence their motivation and learning process. Several models have been postulated regarding the relationship between teachers' assessment practices and students' motivation and learning. The present study is undertaken to empirically test these models in the Omani assessment context. Data will be collected from approximately 52000 students nested within 2600 teachers in grades 5 to 12 across all education regions in Oman Several measures will be adapted and developed for students and teachers. Both descriptive and inferential statistical techniques will be employed to achieve the intended objectives of the study. It is hoped that the findings will reveal some insights toward improving the assessment process in the classrooms.