A four-dimensional framework for teacher assessment literacy in holistic competencies

Abstract

Given that existing research on teacher assessment literacy has focused on teachers’ ability to evaluate students’ academic achievements, this study aims to develop a conceptualization of teachers’ assessment literacy in holistic competencies. Guided by four dimensions of teacher assessment literacy (knowledge, attitude, practice, socio-emotional management) identified from the existing literature, data collected from 18 individual interviews and one focus group interview with academics from four Hong Kong universities were analysed using the constant comparison method. The findings show that although the participants’ conceptions concurred with the four dimensions in general, some aspects were particularly crucial in the context of holistic competency assessment: for example, positive teacher-student relationships and subjectivity in assessment. Findings from the study allowed us to revise the four-dimensional model in the context of holistic competency assessment with more elaborated forms of knowledge, attitude and capabilities that a holistic competency assessment literate teacher might be expected to possess and enact.

Keywords:

• Generic skills
• employability skills
• 21^st century skills
• graduate attributes
• soft skills

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Dr. Cecilia Ka Yuk Chan is the Head of Professional Development at the Centre for the Enhancement of Teaching and Learning and an Associate Professor in the Faculty of Education at the University of Hong Kong. Cecilia has dual discipline expertise in engineering and education as well as rich experiences in research, training and teaching. Her research areas include holistic competency development, assessment in higher education and engineering education.

Dr. Lillian Y. Y. Luk is a postdoctorate at the Centre for the Enhancement of Teaching and Learning, the University of Hong Kong. Her research interests include student motivation, experiential learning, assessment, and the development of holistic competencies.

Additional information

Funding

The research described in this article was funded through the General Research Fund (No. 17200720) of the Hong Kong Research Grants Council and the University Grants Committee of Hong Kong.