A four-dimensional conceptual framework for student assessment literacy in holistic competency development

Abstract

As many universities worldwide have incorporated holistic competency development into their course goals, developing assessment literacy in these competencies is placed high on the agenda. Yet, existing literatures on assessment literacy tend to focus on disciplinary knowledge, with little reference to holistic competencies. Based on 29 focus group interviews with 122 students from six universities in Hong Kong, this study first explores the extent to which previous conceptualisations of student assessment literacy also apply to assessing holistic competencies. Findings are subsequently used as a base for discussion towards a new framework of student assessment literacy in holistic competency development which constitutes four dimensions, i.e. knowledge, attitude, action and critique. The renewed framework incorporates features specific to holistic competency assessment, further highlights students’ critical engagement with assessment, and understands learners as active agents who exercise discretion in holistic competency assessment.

Keywords:

• Assessment literacy
• holistic competencies
• generic skills
• conceptual framework

Acknowledgements

The authors would like to thank the following colleagues for their valuable input: Theresa Kwong, Beatrice Chu, Rosanna Chan and Ben Chan.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Cecilia Ka Yuk Chan

Dr. Cecilia Ka Yuk Chan is the Head of Professional Development and an Associate Professor at the Centre for the Enhancement of Teaching and Learning 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.

Jiahui Luo

Jiahui Luo is a research assistant at the Centre for the Enhancement of Teaching and Learning, the University of Hong Kong. She holds an MPhil degree in education from the University of Cambridge, UK. Her research interests include holistic competency development, assessment and feedback in higher education.