Developing University Students’ Assessment Literacy - Theory and Practice
DOI:
https://doi.org/10.22159/ijoe.2024v12i5.52282Keywords:
assessment literacy, competence-based assessment, pedagogy, higher education, feedbackAbstract
Assessment literacy skills are increasingly recognized as being important for student success in higher education. However, as a field of study, it is not well-researched except in the context of language assessment. This paper delves into critical theoretical underpinnings and practical strategies that can be used to develop assessment literacy among university students. Based on a constructivist view, this paper discusses how social interactions and cultural practices interplay to shape students’ conceptual understanding of assessment. It argues that effective assessment literacy embodies understanding the purposes of assessment, interpreting criteria, and using feedback to improve constantly. This means integrating the development of assessment literacy into curriculum design using experiential learning and developing self-regulated learning strategies. The goal is to provide a primer for university educators and instigate reflection and debate on how best to support students when engaging with diverse assessment practices to enhance their academic achievement and skills for lifelong learning.
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