Assessment literacy and student learning: the case for explicitly developing students ‘assessment literacy’

Autor:	Katie Ann Worsfold, Ruth McPhail, Ron James Fisher, Lynda Davies, Calvin Douglas Smith
Rok vydání:	2013
Předmět:	Self-management Psychometrics media_common.quotation_subject education Rubric Benchmarking Literacy Education Likert scale Task (project management) ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education Psychology Standards-based assessment media_common
Zdroj:	Assessment & Evaluation in Higher Education. 38:44-60
ISSN:	1469-297X 0260-2938
DOI:	10.1080/02602938.2011.598636
Popis:	In this paper, we report on a study to quantify the impact on student learning and on student assessment literacy of a brief assessment literacy intervention. We first define ‘assessment literacy’ then report on the development and validation of an assessment literacy measurement instrument. Using a pseudo-experimental design, we quantified the impact of an assessment literacy-building intervention on students’ assessment literacy levels and on their subsequent performance on an assessment task. The intervention involved students in the experimental condition analysing, discussing and applying an assessment rubric to actual examples of student work that exemplified extremes of standards of performance on the task (e.g. poor, excellent). Results showed that such a procedure could be expected to impact positively on assessment literacy levels and on student performance (on a similar or related task). Regression analyses indicated that the greatest predictor of enhanced student marks (on the assessment task ...
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::f0ee961962792a9668bf1dfbd6224dc1 https://doi.org/10.1080/02602938.2011.598636 Zobrazit plný text záznamu Plný text ve formátu PDF Plný text ve formátu HTML
Nepřihlášeným uživatelům se plný text nezobrazuje	K zobrazení výsledku je třeba se přihlásit.