806
Views
3
CrossRef citations to date
0
Altmetric
Articles

Enhancing the development and understanding of assessment literacy in higher education

ORCID Icon & ORCID Icon
Pages 80-100 | Received 10 Jan 2022, Accepted 23 Aug 2022, Published online: 12 Oct 2022

References

  • Balloo, K., C. Evans, A. Hughes, X. Zhu, and N. Winstone. 2018. “Transparency Isn’t Spoonfeeding: How a Transformative Approach to the Use of Explicit Assessment Criteria Can Support Student Self-Regulation.” Frontiers in Education, doi:10.3389/feduc.2018.00069.
  • Bennett, D. A. 2001. “How Can I Deal with Missing Data in my Study?” Australian and New Zealand Journal of Public Health 25: 464–469. doi:10.1111/j.1467-842X.2001.tb00294.x.
  • Blasco, M. 2015. “Making the Tacit Explicit: Rethinking Culturally Inclusive Pedagogy in International Student Academic Adaptation.” Pedagogy, Culture & Society 23 (1): 85–106. doi: 10.1080/14681366.2014.922120
  • Cabrera-Nguyen, P. 2010. “Author Guidelines for Reporting Scale Development and Validation Results in the Journal of the Society for Social Work and Research.” Journal of the Society for Social Work and Research 1 (2): 99–103. doi:10.5243/jsswr.2010.8.
  • Carless, D., and D. Boud. 2019. “The Development of Student Feedback Literacy: Enabling Uptake of Feedback.” Assessment and Evaluation in Higher Education 43 (8): 1315–1325. doi:10.1090/02602938.2018.14633534.
  • Chan, C. K. Y., and J. Luo. 2021. “A Four-Dimensional Conceptual Framework for Student Assessment Literacy in Holistic Competency Development.” Assessment and Evaluation in Higher Education 46 (3): 451–466. doi:10.1080/02602938.2020.1777388.
  • Charteris, J., and E. Thomas. 2017. “Uncovering ‘Unwelcome Truths’ Through Student Voice: Teacher Inquiry Into Agency and Student Assessment Literacy.” Teaching Education 28 (2): 162–177. doi:10.1080/10476210.2016.1229291.
  • Cole, D. A. 1987. “Utility of Confirmatory Factor Analysis in Test Validation Research.” Journal of Consulting and Clinical Psychology 55 (4): 584–594. doi:10.1037/0022-006X.55.4.584.
  • Cole, D. A., J. A. Ciesla, and J. H. Steiger. 2007. “The Insidious Effects of Failing to Include Design-Driven Correlated Residuals in Latent-Variable Covariance Structure Analysis.” Psychological Methods 12 (4): 381–398. doi:10.1037/1082-989X.12.4.381.
  • Deeley, S. J., and C. Bovill. 2017. “Staff Student Partnership in Assessment: Enhancing Assessment Literacy Through Democratic Practices.” Assessment & Evaluation in Higher Education 42 (3): 463–477. doi:10.1080/02602938.2015.1126551.
  • DeLuca, C., A. Coombs, S. MacGregor, and A. Rasoolu. 2019. “Toward a Differential and Situated View of Assessment Literacy: Studying Teachers’ Responses to Classroom Assessment Scenarios.” Frontiers in Education 4 (94), doi:10.3389/feduc.2019.00094.
  • Denton, P., and D. McIlroy. 2018. “Response of Students to Statement Bank Feedback: The Impact of Assessment Literacy on Performances in Summative Tasks.” Assessment & Evaluation in Higher Education 3 (2): 197–206. doi:10.1080/02602938.2017.1324017.
  • Dinsmore, D. 2017. “Examining the Ontological and Epistemic Assumptions of Research on Metacognition, Self-Regulation and Self-Regulated Learning.” Educational Psychology 37 (9): 1125–1153. doi:10.1080/01443410.2017.1333575.
  • Evans, C. 2013. “Making Sense of Assessment Feedback in Higher Education.” Review of Educational Research 83 (1): 70–120. doi: 10.3102/0034654312474350
  • Evans, C. 2016. Enhancing Assessment Feedback Practice in Higher Education: The EAT Framework. Southampton: University of Southampton.
  • Evans, C. 2020. Enhancing Assessment Feedback Practice in Higher Education: The EAT Framework. Birmingham: Creative Media: University of Birmingham.
  • Evans, C., with S. Rutherford, F. Vieira, and Erasmus+ team 2021. A Self-Regulatory Approach to Assessment. Cardiff: Cardiff University.
  • Evans, C. 2022. The EAT Framework: Enhancing Assessment Practices in Higher Education. Inclusivehe.org. https://inclusivehe.org/inclusive-assessment/
  • Evans, C., M. Waring, and A. Christodoulou. 2017. “Building Teachers’ Research Literacy: Integrating Practice and Research.” Research Papers in Education 32 (4): 403–442. doi:10.1080/02671522.2017.1322357.
  • Evans, C., X. Zhu, N. Winstone, K. Balloo, A. Hughes, and C. Bright. 2019. Maximising Student Success through the Development of Self-regulation. Addressing Barriers to Student Success, Final Report No. L16). Office for Students.
  • Field, A. 2009. Discovering Statistics Using IBM SPSS. 3rd ed. London: Sage.
  • Fokkema, M., and I. S. Greiff. 2017. “How Performing PCA and CFA on the Same Data Equals Trouble: Overfitting in the Assessment of Internal Structure and Some Editorial Thoughts on It.” European Journal of Psychological Assessment 33 (6): 399–402. doi:10.1027/1015-5759/a000460.
  • Fuller, C. 2014. “Social Capital and the Role of Trust in Aspirations for Higher Education.” Educational Review 66 (2): 131–147. doi: 10.1080/00131911.2013.768956
  • George, D., and P. Mallery. 2010. SPSS for Windows Step by Step: A Simple Guide and Reference, 17.0 Update. Boston: Pearson.
  • Grainger, P., M. Christie, G. Thomas, S. Dole, D. Heck, M. Marshman, and M. Carey. 2017. “Improving the Quality of Assessment by Using a Community of Practice to Explore the Optimal Construction of Assessment Rubrics.” Reflective Practice 18 (3): 410–422. doi:10.1080/14623943.2017.1295931.
  • Guzman-Simon, F., and E. Garcia-Jimenez. 2015. “Assessment of Academic Literacy.” E-Journal of Educational Research, Assessment and Evaluation, RELIEVE 21 (1): 1–22. doi:10.7203/relieve.21.1.5147.
  • Hair, J. F., W. C. Black, B. J. Babin, and R. E. Anderson. 2010. Multivariate Data Analysis: A Global Perspective. 7th ed. Upper Saddle River, NJ: Pearson Education.
  • Hermida, R. 2015. “The Problem of Allowing Correlated Errors in Structural Equation Modeling: Concerns and Considerations.” Computational Methods in Social Sciences (CMSS) 3 (1): 5–17.
  • Hu, L., and P. M. Bentler. 1995. “Evaluating Model Fit.” In Structural Equation Modeling: Concepts, Issues, and Applications, edited by R. H. Hoyle, 76–99. Thousand Oaks, CA: Sage Publications, Inc.
  • Ifenthaler, D. 2017. “Are Higher Education Institutions Prepared for Learning Analytics?” Tech Trends 61: 366–371. doi:10.1007/s11528-016-0154-0.
  • Jankowski, N. A. 2020. Assessment During a Crisis: Responding to a Global Pandemic. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.
  • Kelly, A. E. 2004. “Design Research in Education: Yes, but is it Methodological.” The Journal of the Learning Sciences 13 (1): 115–128. doi:10.1207/s15327809jls13016.
  • Kim, H. Y. 2013. “Statistical Notes for Clinical Researchers: Assessing Normal Distribution (2) Using Skewness and Kurtosis.” Restorative Dentistry & Endodontics 38 (1): 52–54. doi:10.5395/rde.2013.38.1.52.
  • Kline, R. B. 2005. “Hypothesis Testing.” In Principles and Practice of Structural Equation Modeling, edited by D. A. Kenny, and T. D. Little, 3rd ed., 189–229. New York, NY: The Guilford Press.
  • Kline, R. B. 2016. Principles and Practice of Structural Equation Modeling. 4th ed. New York: The Guilford Press.
  • Kozhevnikov, M., C. Evans, and S. Kosslyn. 2014. “Cognitive Style as Environmentally Sensitive Individual Differences in Cognition: A Modern Synthesis and Applications in Education, Business and Management.” Psychological Science in the Public Interest 15 (1): 3–33. doi:10.1177/1529100614525555.
  • Landis, R., B. D. Edwards, and J. Cortina. 2009. “Correlated Residuals Among Items in the Estimation of Measurement Models.” In Statistical and Methodological Myths and Urban Legends: Doctrine, Verity, and Fable in the Organizational and Social Sciences, edited by C. E. Lance, and R. J. Vandenberg, 195–214. New York: Routledge.
  • McCune, V., and N. Enwistle. 2011. “Cultivating the Disposition to Understanding 21st Century Learning Environments.” Learning and Individual Differences 21 (3): 303–310. doi:10.1016/j.lindif.2010.11.
  • Moran, A. 2009. “Can a Competence or Standards Model Facilitate an Inclusive Approach to Teacher Education?” International Journal of Inclusive Education 1391: 45–61. doi: 10.1080/13603110701273675
  • Nguyen, Q., R. Rienties, L. Toetenel, R. Ferguson, and D. Whitelock. 2014. “Examining the Designs of Computer-Based Assessment and its Impact on Student Engagement, Satisfaction, and Pass Rates.” Computers in Human Behavior 76: 703–714. doi: 10.1016/j.chb.2017.03.028
  • Pastore, S., and H. L. Andrade. 2019. “Teacher Assessment Literacy: A Three Dimensional Model.” Teaching and Teacher Education 84: 128–138. doi:10.1016/j.tate.2019.05.003.
  • Pett, M. A., N. R. Lackey, and J. J. Sullivan. 2003. Making Sense of Factor Analysis: The Use of Factor Analysis for Instrument Development in Health Care Research. California: Sage.
  • Polanyi, M. 1983. The Tacit Dimension. Gloucester, MA: Peter Smith.
  • Price, M., C. Rust, B. O’Donovan, K. Handley, and R. Bryant. 2012. Assessment Literacy: The Foundation for Improving Student Learning. Oxford: OCSLD.
  • Reeve, M. 2013. “How Students Create Motivationally Supportive Learning Environments for Themselves: The Concept of Agentic Engagement.” Journal of Educational Psychology 105 (3): 579–595. doi:10.1037/a0032690.
  • Sadler, R. 2010. “Beyond Feedback: Developing Student Capability in Complex Appraisal.” Assessment & Evaluation in Higher Education 35 (5): 535–550. doi:10.1080/02602930903541015.
  • Sadler, R. 2013. “Assuring Academic Achievement Standards: From Moderation to Calibration.” Assessment in Education, Principles, Policy and Practice 20 (1): 5–19. doi:10.1080/0969594X.2012.714742.
  • Sadler, R. 2021. “How Students Can Learning to Monitor and Control the Quality of their Responses.” Presentation at the Centre for Research and Improvement of Education Second Annual Conference on Teaching, Learning and Assessment in Higher Education, Universidad del Desarallo, Chile, November 24, 2021.
  • Schneider, M., and F. Preckel. 2017. “Variables Associated with Achievement in Higher Education. A Systematic Review of Meta-Analyses.” Psychological Bulletin 143 (6): 565–600. doi:10.1037/bul0000098.
  • Schoor, C., S. Narciss, and H. Körndle. 2015. “Regulation During Cooperative and Collaborative Learning: A Theory-Based Review of Terms and Concepts.” Educational Psychologist 50 (2): 97–119. doi:10.1080/00461520.2015.1038540.
  • Schreiber, J. B., F. K. Stage, J. King, A. Nora, and E. A. Barlow. 2006. “Reporting Structural Equation Modelling and Confirmatory Factor Analysis Results: A Review.” Journal of Educational Research 99 (6): 323–338. doi:10.3200/JOER.99.6.323-338.
  • Smith, C. D., K. Worsfold, L. Davies, R. Fisher, and R. McPhail. 2013. “Assessment Literacy and Student Learning: The Case for Explicitly Developing Students ‘Assessment Literacy’.” Assessment & Evaluation in Higher Education 38 (1): 44–60. doi:10.1080/02602938.2011.598636.
  • Tabachnick, B. G., and L. S. Fidell. 2007. Using Multivariate Statistics. 5th ed. Boston, MA: Allyn and Bacon.
  • Taber, K. 2018. “The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education.” Research in Science Education 48: 1273–1296. doi:10.1007/s11165-016-9602-2.
  • Tai, J., R. Ajjawi, D. Boud, P. Dawson, and E. Panadero. 2018. “Developing Evaluative Judgement: Enabling Students to Make Decisions About the Quality of Their Work.” Higher Education 76: 467–481. doi:10.1007/s10734-017-0220-3.
  • Taras, M. 2015. “Student Self-Assessment: What Have We Learned and What Are the Challenges.” RELIEVE 21: 1–14. doi:10.7203/relieve21.1.6394.
  • Tavakol, M., and R. Dennick. 2011. “Making Sense of Cronbach's Alpha.” International Journal of Medical Education 2: 53–55. doi:10.5116/ijme.4dfb.8dfd.
  • Torshizi, M. D., and M. Bahraman. 2019. “I Explain, Therefore I Learn: Improving Students’ Assessment Literacy and Deep Learning by Teaching.” Studies in Educational Evaluation 61: 66–73. doi:10.1016/j.stueduc.2019.03.002.
  • Van Heerden, M., S. Clarence, and S. Bharuthram. 2017. “What Lies Beneath: Exploring the Deeper Purposes of Feedback on Student Writing Through Considering Disciplinary Knowledge and Knowers.” Assessment & Evaluation in Higher Education 42 (6): 967–977. doi:10.1080/02602938.2016.1212985.
  • Van Merrienboer, J. J. G., and A. B. H. de Bruin. 2019. “Cue-based Facilitation of Self-Regulated Learning: A Discussion of Multidisciplinary Innovations and Technologies.” Computers in Education 100: 384–391.
  • van Prooijen, J. W., and W. A. van der Kloot. 2001. “Confirmatory Analysis of Exploratively Obtained Factor Structures.” Educational and Psychological Measurement 61 (5): 777–792. doi:10.1177/00131640121971518.
  • Waring, M., and C. Evans. 2015. Understanding Pedagogy, Developing a Critical Approach to Teaching and Learning. ” London: Routledge.
  • Whittaker, T. A. 2016. “Structural Equation Modeling.” In Applied Multivariate Statistics for the Social Sciences, edited by K. A. Pituch, and J. P. Stevens, 6th ed., 639–736. New York: Routledge.
  • Wiliam, D. 2014. “Formative Assessment and Contingency in the Regulation of Learning Processes.” Paper presented in a Symposium entitled Toward a Theory of Classroom Assessment as the Regulation of Learning at the Annual Meeting of the American Educational Research Association, Philadelphia, PA, April 2014.
  • Yang, M., and D. Carless. 2013. “The Feedback Triangle and the Enhancement of Dialogic Feedback Processes.” Teaching in Higher Education 18 (3): 285–297. doi:10.1080/13562517.2012.719154.
  • Young, A. G., and S. Pearce. 2013. “A Beginner’s Guide to Factor Analysis: Focusing on Exploratory Factor Analysis.” Tutorials in Quantitative Methods for Psychology 9 (2): 79–94. doi:10.20982/tqmp.09.2.p079.
  • Zimmerman, B. J. 2000. “Attainment of Self-Regulation: A Social Cognitive Perspective.”.” In Handbook of Self-Regulation, edited by M. Boekaerts, P. R. Pintrich, and M. Zeidner, 13–39. San Diego, CA: Academic Press. doi:10.1016/B978-012109890-2/50031-7

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.