Understanding and Developing Student Assessment Literacy

Translating Research into Actionable Approaches

Häftad, Engelska, 2025

Av Min Yang, Zi Yan, Lan Yang, Ying Zhan

859 kr

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This book provides research-based approaches and classroom strategies for frontline teachers and practitioners, to aid them in formulating actionable approaches to develop student assessment literacy (SAL) in school and higher education sectors. This book helps readers to:Understand the concept of SAL and its significant role in assisting students’ achievements of desirable learning goalsDesign and implement supportive classroom strategies for inducting students to the basic knowledge and skills for exercising SAL, and to engage actively and effectively in assessment and learning processesReflect critically on, and improve their own classroom practices to promote SAL among studentsThis book serves as a valuable reference for a wide range of audiences, including frontline teachers and curriculum leaders in schools and universities, undergraduate and post-graduate students in teacher education and other educational fields, educational service providers, and government officers in educational departments.This is an open access book.

Produktinformation

Utgivningsdatum2025-03-30
Mått155 x 235 x 6 mm
Vikt143 g
FormatHäftad
SpråkEngelska
SerieSpringerBriefs in Education
Antal sidor76
FörlagSpringer Verlag, Singapore
ISBN9789819794836

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Dr. Min Yang is Assistant Professor at the department of curriculum and instruction, the Education University of Hong Kong. She is also Senior Fellow of the Assessment Research Centre (ARC). She is currently working on international collaborative projects with researchers at University College London in the UK, the Indonesia Cyber Education Institute in Indonesia, and Beijing Normal University in China Mainland. Her research explores the processes of learning and assessment in classrooms and online learning environments.Dr. Zi Yan is Professor at the department of curriculum and instruction, the Education University of Hong Kong. He is also Co-Director of the Centre for Excellence in Learning and Teaching (CELT) and Associate Director of the Assessment Research Centre (ARC). He holds Honorary Associate Professorship at the Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Australia. His publications and research interests focus on two related areas: 1) educational assessments in school and higher education contexts, with an emphasis on student self-assessment; and 2) Rasch measurement, in particular its application in educational and psychological research. A recent published book Dr. Zi Yan co-edited with Dr. Lan Yang is entitled 'Assessment as learning: Maximising opportunities for student learning and achievement'.Dr. Lan Yang is Associate Professor at the department of curriculum and instruction, the Education University of Hong Kong. She obtained her Ph.D. degree from the University of Hong Kong in 2012, and was Recipient of the Global SELF Research Network Highly Commended Ph.D. Award (2013), based on her Ph.D. research. Her research focuses on harnessing the power of formative assessment from the perspective of psychology, including a range of influential psychological constructs, such as self-concept, achievement emotions, and learning engagement.Dr. Ying Zhan is Associate Professor at the department of curriculum and instruction, the Education University of Hong Kong. She has expertise and extensive research experience in assessment for learning and feedback in higher education. She has published more than 20 academic papers in international journals such as Assessment and Evaluation in Higher Education, Higher Education Research & Development, and Teaching in Higher Education, to disseminate her research findings to local and international researchers and practitioners. She is also dedicated to cultivating pre-service teachers’ assessment literacy in her teaching.

Chapter 1. Introduction: Conceptualising student assessment literacy (Min Yang).- Chapter 2. Using self-assessment to develop student assessment literacy (Zi Yan).- Chapter 3. Peer assessment: A powerful way to cultivate student assessment literacy (Ying Zhan).- Chapter 4. Student feedback orientations as building blocks of student assessment literacy (Lan Yang).- Chapter 5. Conclusion: Moving student assessment literacy research and practice forward (Min Yang).