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

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

• Chan, Cecilia Ka Yuk The University of Hong Kong
• Luo, Jiahui The University of Hong Kong

Assessment & Evaluation in Higher Education, 46(3), 451-466, 2021

Routledge

2021

• L Educational Measurement & Evaluation
  • LB Attitude & Interest Tests

Assessment Literacy Holistic Competencies Generic Skills Conceptual Framework

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

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. Copyright © 2021 Routledge.

• English

Journal Articles

• 02602938

• 10.1080/02602938.2020.1777388

https://bibliography.lib.eduhk.hk/en/bibs/df69f7d4

2022-04-20