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

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Title Assessment literacy and student learning: the case for explicitly developing students 'assessment literacy'
Author Smith, Calvin Douglas; Worsfold, Katie Ann; Davies, Lynda Mary; Fisher, Ron James; McPhail, Ruth Elizabeth
Journal Name Assessment & Evaluation in Higher Education
Year Published 2013
Place of publication United Kingdom
Publisher Routledge
Abstract 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 that was the subject of the experiment), was the development of their ability to judge standards of performance on student work created in response to a similar task. The intervention took just 50 minutes indicating a good educational return on the pedagogical investment.
Peer Reviewed Yes
Published Yes
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Copyright Statement Copyright 2011 Taylor & Francis. This is an electronic version of an article published in Assessment & Evaluation in Higher Education, Volume 38, Issue 1, 2013, pages 44-60. Assessment & Evaluation in Higher Education is available online at: with the open URL of your article.
Volume 38
Issue Number 1
Page from 44
Page to 60
ISSN 0260-2938
Date Accessioned 2012-02-27
Date Available 2015-06-03T02:24:23Z
Language en_US
Faculty Griffith Institute for Higher Education
Subject Curriculum and Pedagogy Theory and Development
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

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