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dc.contributor.authorSmith, Calvinen_US
dc.contributor.authorWorsfold1168602, KatieDNUen_US
dc.contributor.authorDavies, Lyndaen_US
dc.contributor.authorFisher, Ronen_US
dc.contributor.authorMcPhail, Ruthen_US
dc.date.accessioned2017-05-03T15:14:40Z
dc.date.available2017-05-03T15:14:40Z
dc.date.issued2013en_US
dc.identifier.issn02602938en_US
dc.identifier.doi10.1080/02602938.2011.598636en_US
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.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent586898 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherRoutledgeen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom44en_US
dc.relation.ispartofpageto60en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalAssessment & Evaluation in Higher Educationen_US
dc.relation.ispartofvolume38en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchCurriculum and Pedagogy Theory and Developmenten_US
dc.subject.fieldofresearchcode130202en_US
dc.titleAssessment literacy and student learning: the case for explicitly developing students 'assessment literacy'en_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, Griffith Institute of Higher Educationen_US
gro.rights.copyrightCopyright 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.en_US
gro.date.issued2015-06-03T02:24:23Z
gro.hasfulltextFull Text


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