The purpose of this symposium was to explore a needs-based assessment model approach to identify, support, and sustain the development of K-12 educators’ assessment literacy capacities in ways that are situated and differential. To do so, we explored the assumptions underlying traditional models of professional learning and knowledge-based supports/resources provided to educators around assessment literacy. We then examined how those assumptions are potentially at odds with a sociocultural understanding of assessment literacy, as well as best practices around adult learning and professional development. We used different needs-based assessment models to explore the importance of matching assessment literacy professional learning design to the specific and contextual needs of participants. The symposium ended with discussant remarks and questions.
