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      Reflections on academics' assessment literacy

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            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.

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            Author and article information

            Journal
            10430
            London Review of Education
            IOE Press
            1474-8460
            01 December 2015
            : 13
            : 3
            : 42-48
            Article
            1474-8460(20151201)13:3L.42;1- s6.phd /ioep/clre/2015/00000013/00000003/art00006
            10.18546/LRE.13.3.06
            379ebe3a-2511-4f35-8ba2-6309aec7b25e
            Copyright @ 2015
            History
            Categories
            Assesment research commentaries

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            FORMATIVE ASSESSMENT,ASSESSMENT LITERACY,SUMMATIVE ASSESSMENT,TEACHING,LEARNING

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