Distinguishing perceived capability from conceptual knowledge in early career teachers’ summative assessment design

Abstract Designing high-quality summative assessment requires teachers to draw on assessment knowledge, professional judgement and experience. However, what teachers know, what they perceive themselves to be capable of doing, and the opportunities they have experienced are not interchangeable forms of evidence about assessment competence. This study examines the relationship between perceived capability and conceptual knowledge among 116 early career secondary teachers in Queensland, Australia, and considers how reported initial teacher education (ITE) preparation and opportunities to design assessment are associated with each. Data were drawn from an exploratory cross-sectional survey incorporating self-report items and a five-item conceptual knowledge check addressing validity, reliability, authenticity, flexibility and fairness. Perceived capability showed only a weak, non-significant association with conceptual knowledge. Reported ITE preparation was positively associated with perceived capability. Reported design opportunity was also associated with perceived capability in the primary analyses, although this association was attenuated after accounting for reported years of teaching experience. Neither predictor showed a statistically significant association with conceptual knowledge. Perceived capability and performance on the conceptual knowledge check therefore provided different information about early career teachers’ assessment development. Neither should be treated as evidence of assessment competence. Establishing competence requires more direct examination of teachers’ assessment decisions and the quality of the assessment they produce.