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The purpose of this mixed-methods study is to examine the outcomes of assessment training for elementary teachers. Only 56% of the surveyed teachers ( n  = 283) had assessment training in their university courses, compared to 84% that received in-service training. The quantitative results indicate that frequency of assessment training is positively related to assessment self-efficacy, attitudes about assessment, and data-driven decision making practices. Within the qualitative data, teachers ( n  = 9) explained the conflicts within assessment training: idealism v. realism; pressure v. support; and technical competence v. transferrable understandings. This study demonstrates the importance of assessment training while providing several recommendations for enhancing the efficacy.

Pre-service and in-service assessment training: impacts on elementary teachers’ self-efficacy, attitudes, and data-driven decision making practice