Engaging tertiary educators in the development of their assessment literacy

Simple item page
dc.contributor.authorEdwards, Francesen_NZ
dc.date.accessioned2020-07-22T01:00:57Z
dc.date.available2020-07-22T01:00:57Z
dc.date.issued2020en_NZ
dc.description.abstractUsing assessment to inform teaching and to measure learning outcomes is of critical importance in higher education. However, many tertiary educators are not sufficiently knowledgeable or prepared to do this confidently. This paper suggests that tertiary educators could be given tools and encouraged to exert agency in their own assessment literacy development. It examines the application of one potential tool, the SALRubric (Edwards, 2017), which describes stages of development in ten dimensions of summative assessment literacy. The tool’s structure and intent make it possible for the rubric to be modified to incorporate other content and context-dependent dimensions of assessment within a tertiary setting. A process through which appropriate dimensions could be identified is described so that the resulting co-constructed rubric could be used for both peer assessment and self-assessment by tertiary educators. Initial work using the SALRubric indicates that this has the potential to lead tertiary educators to an increased awareness of dimensions of assessment literacy and more active engagement in their teaching, thereby enhancing learning for their students.
dc.format.mimetypeapplication/pdf
dc.identifier.citationEdwards, F. (2020). Engaging tertiary educators in the development of their assessment literacy. Teachers and Curriulum, 20(1), 87–92. https://doi.org/10.15663/tandc.v20i1.345en
dc.identifier.doi10.15663/tandc.v20i1.345en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/13689
dc.language.isoen
dc.relation.isPartOfTeachers and Curriulumen_NZ
dc.relation.urihttps://www.tandc.ac.nz/tandc/article/view/345/398en_NZ
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
dc.titleEngaging tertiary educators in the development of their assessment literacyen_NZ
dc.typeJournal Article
pubs.begin-page87
pubs.elements-id255093
pubs.end-page92
pubs.issue1en_NZ
pubs.notesQA: WMIER journalen_NZ
pubs.organisational-group/Waikato
pubs.organisational-group/Waikato/2024 PBRF
pubs.organisational-group/Waikato/DEDU
pubs.organisational-group/Waikato/DEDU/2024 PBRF - DEDU
pubs.organisational-group/Waikato/DEDU/DEDU Academics
pubs.organisational-group/Waikato/DEDU/SEDU
pubs.organisational-group/Waikato/DEDU/SEDU/2024 PBRF - SEDU
pubs.organisational-group/Waikato/DEDU/SEDU/SEDU Academics
pubs.user.infoEdwards, Frances (francese@waikato.ac.nz)
pubs.volume20en_NZ
uow.verification.statusverified
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
345-Article Text-1638-1-10-20200714.pdf
Size:
515.29 KB
Format:
Adobe Portable Document Format
Description:
Thumbnail Image
Name: 345-Article Text-1638-1-10-20200714.pdf
Size: 515.29 KB
Kind: Adobe PDF
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
Research Commons Deposit Agreement 2017.pdf
Size:
188.11 KB
Format:
Adobe Portable Document Format
Description:
Name: Research Commons Deposit Agreement 2017.pdf
Size: 188.11 KB
Kind: Adobe PDF
Collections
Education Papers