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dc.contributor.authorSmith, Calvin Douglas
dc.contributor.authorWorsfold, Kate
dc.contributor.authorDavies, Lynda
dc.contributor.authorFisher, Ron
dc.contributor.authorMcPhail, Ruth
dc.date.accessioned2017-10-31T12:31:33Z
dc.date.available2017-10-31T12:31:33Z
dc.date.issued2013
dc.identifier.issn0260-2938
dc.identifier.doi10.1080/02602938.2011.598636
dc.identifier.urihttp://hdl.handle.net/10072/45322
dc.description.abstractIn 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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent586898 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom44
dc.relation.ispartofpageto60
dc.relation.ispartofissue1
dc.relation.ispartofjournalAssessment & Evaluation in Higher Education
dc.relation.ispartofvolume38
dc.rights.retentionY
dc.subject.fieldofresearchCurriculum and Pedagogy Theory and Development
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchcode130202
dc.subject.fieldofresearchcode13
dc.titleAssessment literacy and student learning: the case for explicitly developing students 'assessment literacy'
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, Griffith Institute of Higher Education
gro.rights.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: http://www.tandfonline.com with the open URL of your article.
gro.date.issued2015-06-03T02:24:23Z
gro.hasfulltextFull Text
gro.griffith.authorDavies, Lynda M.
gro.griffith.authorWorsfold, Kate
gro.griffith.authorMcPhail, Ruth E.
gro.griffith.authorFisher, Ron J.
gro.griffith.authorSmith, Calvin D.


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