Reflections on Academics' Assessment Literacy

Autor/inn/en	Lees, Rebecca; Anderson, Deborah
Titel	Reflections on Academics' Assessment Literacy
Quelle	In: London Review of Education, 13 (2015) 3, S.42-48 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8479
Schlagwörter	Stellungnahme; Mixed Methods Research; College Faculty; Semi Structured Interviews; Formative Evaluation; Summative Evaluation; Skills; Evaluation Methods; Literacy; Reflection; Feedback (Response) + Suchen Sie Ihr Suchwort? Fakultät; Skill; Fertigkeit; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	This small-scale, mixed-methods study aims to investigate academics' understanding of formative and summative assessment methods and how assessment literacy impacts on their teaching methods. Six semi-structured interviews and a scrutiny of assessments provided the data and results suggest that while these academics understand summative assessment, they have a poorer awareness of the implementation of well-constructed formative assessment. While the academics were able to clearly articulate the perceived benefits to students from undertaking formative assessments, they were less able to identify potential benefits for themselves as educators, so these went largely unrealized. Opportunities therefore exist for tutors to utilize the outcomes of formative assessment to improve student performance, particularly around tutor-reflection to amend future learning and teaching approaches in line with the theory underpinning summative and formative assessment methods.The study highlights the importance of considering all stakeholders when thinking about assessment literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01