Student assessment literacy: indicators and domains from the literature

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessment in Education-Principles Policy & Practice Pub Date : 2022-07-04 DOI:10.1080/0969594X.2022.2121911

C. Hannigan, D. Alonzo, C. Z. Oo

{"title":"Student assessment literacy: indicators and domains from the literature","authors":"C. Hannigan, D. Alonzo, C. Z. Oo","doi":"10.1080/0969594X.2022.2121911","DOIUrl":null,"url":null,"abstract":"ABSTRACT Students’ engagement in assessment is theoretically and empirically supported to increase their learning outcomes, but the assessment knowledge and skills they need to actively engage in assessment remain poorly understood. We used a scoping review method to inform the screening and selection of literature, with 98 included in the analysis. Analysis and synthesis of the articles resulted in 45 indicators of student assessment literacy, grouped into six domains: general knowledge of assessment, development of strategies to engage in assessment, active engagement in assessment, monitoring learning progress, engagement in reflective practice; and disposition in assessment. These domains were used to develop the framework for student assessment literacy. The results of the study highlight a new conceptualisation of student assessment literacy by providing a more comprehensive definition that clearly defines the domains and identifies individual indicators that comprise students’ assessment knowledge and skills, including dispositions needed to effectively engage in assessment.","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":"87 1","pages":"482 - 504"},"PeriodicalIF":2.7000,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Assessment in Education-Principles Policy & Practice","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/0969594X.2022.2121911","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 2

Abstract

ABSTRACT Students’ engagement in assessment is theoretically and empirically supported to increase their learning outcomes, but the assessment knowledge and skills they need to actively engage in assessment remain poorly understood. We used a scoping review method to inform the screening and selection of literature, with 98 included in the analysis. Analysis and synthesis of the articles resulted in 45 indicators of student assessment literacy, grouped into six domains: general knowledge of assessment, development of strategies to engage in assessment, active engagement in assessment, monitoring learning progress, engagement in reflective practice; and disposition in assessment. These domains were used to develop the framework for student assessment literacy. The results of the study highlight a new conceptualisation of student assessment literacy by providing a more comprehensive definition that clearly defines the domains and identifies individual indicators that comprise students’ assessment knowledge and skills, including dispositions needed to effectively engage in assessment.

查看原文本刊更多论文

学生素养评估:来自文献的指标和领域

学生参与评估在理论上和经验上都得到了支持，以提高他们的学习成果，但他们积极参与评估所需的评估知识和技能仍然知之甚少。我们使用了范围审查方法来筛选和选择文献，其中98篇纳入了分析。文章的分析和综合产生了45个学生评估素养的指标，分为六个领域:评估的一般知识，参与评估的策略发展，积极参与评估，监测学习进度，参与反思实践;以及评估中的处置。这些领域被用来开发学生素养评估的框架。研究结果强调了学生评估素养的新概念，提供了一个更全面的定义，明确定义了领域，并确定了组成学生评估知识和技能的个人指标，包括有效参与评估所需的倾向。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.70

自引率

3.10%

发文量

期刊介绍： Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.