{"id":418,"date":"2019-04-08T13:28:18","date_gmt":"2019-04-08T13:28:18","guid":{"rendered":"http:\/\/sites.reading.ac.uk\/curriculum-framework\/?page_id=418"},"modified":"2022-04-22T12:57:20","modified_gmt":"2022-04-22T12:57:20","slug":"assessment-literacy","status":"publish","type":"page","link":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/assessment-literacy\/","title":{"rendered":"Assessment Literacy"},"content":{"rendered":"<div id=\"pl-418\"  class=\"panel-layout\" ><div id=\"pg-418-0\"  class=\"panel-grid panel-no-style\" ><div id=\"pgc-418-0-0\"  class=\"panel-grid-cell\" ><div id=\"panel-418-0-0-0\" class=\"so-panel widget widget_sow-button panel-first-child\" data-index=\"0\" ><div\n\t\t\t\n\t\t\tclass=\"so-widget-sow-button so-widget-sow-button-atom-48beb218c338-418\"\n\t\t\t\n\t\t><div class=\"ow-button-base ow-button-align-center\"\n>\n\t\t\t<a\n\t\t\t\t\thref=\"https:\/\/sites.reading.ac.uk\/curriculum-framework\/home\/\"\n\t\t\t\t\tclass=\"sowb-button ow-icon-placement-left ow-button-hover\" \t>\n\t\t<span>\n\t\t\t\n\t\t\tCURRICULUM FRAMEWORK HOME\t\t<\/span>\n\t\t\t<\/a>\n\t<\/div>\n<\/div><\/div><div id=\"panel-418-0-0-1\" class=\"so-panel widget widget_sow-editor\" data-index=\"1\" ><div class=\"panel-widget-style panel-widget-style-for-418-0-0-1\" ><div\n\t\t\t\n\t\t\tclass=\"so-widget-sow-editor so-widget-sow-editor-base\"\n\t\t\t\n\t\t>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n\t<p><strong><a href=\"https:\/\/sites.reading.ac.uk\/curriculum-framework\/assessment\/\">Engage in Assessment<\/a><\/strong><\/p>\n<p><a href=\"http:\/\/sites.reading.ac.uk\/curriculum-framework\/assessment-for-learning\/\"><strong>Assessment for Learning<\/strong><\/a><\/p>\n<p><a href=\"http:\/\/sites.reading.ac.uk\/curriculum-framework\/programme-level-assessment\/\"><strong>Programme-level Assessment<\/strong><\/a><\/p>\n<p><a href=\"https:\/\/sites.reading.ac.uk\/curriculum-framework\/?page_id=398&amp;preview=true\"><strong>Diversifying Assessment<\/strong><\/a><\/p>\n<p><a href=\"https:\/\/sites.reading.ac.uk\/curriculum-framework\/?page_id=413&amp;preview=true\"><strong>Formative Assessment<\/strong><\/a><\/p>\n<p><a href=\"https:\/\/sites.reading.ac.uk\/curriculum-framework\/?page_id=418&amp;preview=true\"><strong>Assessment Literacy<\/strong><\/a><\/p>\n<\/div>\n<\/div><\/div><\/div><div id=\"panel-418-0-0-2\" class=\"so-panel widget widget_sow-editor panel-last-child\" data-index=\"2\" ><div\n\t\t\t\n\t\t\tclass=\"so-widget-sow-editor so-widget-sow-editor-base\"\n\t\t\t\n\t\t>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n\t<div class=\"wrapper\">\n<div id=\"inside-wrapper\" class=\"inside-wrapper\">\n<div id=\"main-content\" class=\"content-center\">\n<div class=\"cl-side_2r c-green\">\n<div class=\"pullout-box\">\n<h1>RESOURCES<\/h1>\n<p>&nbsp;<\/p>\n<p>The Higher Education Academy (HEA) (2016). <a href=\"https:\/\/www.heacademy.ac.uk\/knowledge-hub\/developing-engagement-feedback-toolkit-deft\"><u><em>The Developing Engagement with Feedback Toolkit<\/em><\/u><\/a>.\u00a0York:\u00a0<u>HEA.<\/u><\/p>\n<p>UoR <a href=\"http:\/\/www.reading.ac.uk\/cqsd\/QualityAssurance\/PoliciesandProcedures\/cqsd-assessmenthandbook.aspx\"><em>Assessment Handbook<\/em><\/a><\/p>\n<\/div>\n<div class=\"pullout-box\">\n<p>Bovill, C. (2017).\u00a0\u00a0<a href=\"http:\/\/www.docs.hss.ed.ac.uk\/iad\/Learning_teaching\/Academic_teaching\/Resources\/Student_Engagement\/UoE_IADEngage_LearningTeaching_A5_V4_WEB.pdf\"><em>Engaged in learning and teaching conversations<\/em>.<\/a>\u00a0 University of Edinburgh<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div><\/div><\/div><div id=\"pgc-418-0-1\"  class=\"panel-grid-cell\" ><div id=\"panel-418-0-1-0\" class=\"so-panel widget widget_sow-editor panel-first-child panel-last-child\" data-index=\"3\" ><div\n\t\t\t\n\t\t\tclass=\"so-widget-sow-editor so-widget-sow-editor-base\"\n\t\t\t\n\t\t>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n\t<div class=\"wrapper\">\n<div id=\"inside-wrapper\" class=\"inside-wrapper\">\n<div id=\"main-content\" class=\"content-center\">\n<div class=\"cl-main_2 c-green\">\n<div class=\"content-body\">\n<h1>Assessment literacy<\/h1>\n<p>&nbsp;<\/p>\n<p>Assessment literacy is the capability of staff and students to make sense of assessments and, armed with this understanding, to exercise more control over teaching and learning. When designed and implemented effectively, <a href=\"https:\/\/sites.reading.ac.uk\/curriculum-framework\/formative-assessment\/\"><strong>formative assessment<\/strong><\/a>\u00a0can help to develop <a href=\"https:\/\/sites.reading.ac.uk\/curriculum-framework\/how-to-build-assessment-literacy-with-students\/\"><strong>student assessment literacy. \u00a0<\/strong><\/a>According to Price et al. (2012), assessment literacy includes sound knowledge of the following:<\/p>\n<ul>\n<li>connectedness of <a href=\"https:\/\/sites.reading.ac.uk\/curriculum-framework\/assessment-for-learning\/\"><strong>assessment and learning<\/strong><\/a><\/li>\n<li>assessment principles such as\u00a0<strong><a href=\"http:\/\/www.reading.ac.uk\/engageinassessment\/assessment-design\/eia-constructive-alignment-in-assessment-design.aspx\">reliability and <\/a><a href=\"http:\/\/www.reading.ac.uk\/engageinassessment\/assessment-design\/eia-constructive-alignment-in-assessment-design.aspx\">validity<\/a><\/strong><\/li>\n<li>assessment\u00a0<strong><a href=\"http:\/\/www.reading.ac.uk\/engageinassessment\/assessment-design\/eia-constructive-alignment-in-assessment-design.aspx\">techniques and methods<\/a><\/strong><\/li>\n<li>assessment <strong><a href=\"http:\/\/www.reading.ac.uk\/cqsd\/goodpracticeinteachingandlearning\/assessmentandfeedback\/cqsd-assessmentandfeedback.aspx\">criteria, standards and policies<\/a><\/strong><\/li>\n<li><strong>\u00a0<a href=\"http:\/\/www.reading.ac.uk\/engageinassessment\/efb-home.aspx\">feedback purposes and processes\u00a0<\/a><\/strong><\/li>\n<\/ul>\n<p>Furthermore, the development of assessment literacy can also\u00a0involve the acquisition of skills:\u00a0<strong><a href=\"http:\/\/www.reading.ac.uk\/engageinassessment\/peer-and-self-assessment\/eia-peer-and-self-assessment-main.aspx\">peer and self-evaluation <\/a><\/strong>and metacognition, i.e. conscious reflection on assessment techniques and methods<\/p>\n<p><span style=\"font-size: 12pt\"><strong>Why is it important?\u00a0<\/strong><\/span>Assessment literacy enables students to progress in their learning by making the most of formative<strong> <a href=\"http:\/\/www.reading.ac.uk\/draft\/efb-engage-in-feedback-home.aspx\">feedback<\/a><\/strong>\u00a0as they develop a clearer understanding of how this feedback relates to intended learning outcomes. It is important that academic staff are assessment literate, too, for the sake of high quality design and application of assessments, and in order to model good assessment practices to learners.<\/p>\n<p><span style=\"font-size: 12pt\"><strong>What can I do?\u00a0<\/strong><\/span>Strategies that require students to actively engage with assessment will result in deeper and longer-term development of assessment literacy.<\/p>\n<ul>\n<li>What activities do you use to ascertain students' current assessment literacy levels?<\/li>\n<li>Is there a balance between formative and summative assessments?<\/li>\n<li>Do you engage students as partners in the review, selection and design of assessment?<\/li>\n<li>Do you offer students opportunities to engage with assessment criteria and standards, to practise skills of peer and self-assessment, and to comprehend intended learning outcomes via formative assessment tasks?<\/li>\n<li>Do you offer students Turnitin training in the formative use of this plagiarism detection software?<u> <\/u><strong><a href=\"https:\/\/libguides.reading.ac.uk\/academicintegrity\">Designing out plagiarism<\/a><\/strong><\/li>\n<li>Do you encourage communication between staff and students about assessment matters? This could be achieved through the provision of assessment exemplars with opportunity for students to pose clarification questions, student-generated assessment FAQs uploaded to Blackboard Learn, discussions between staff and students about assessment methods and expectations, and highlighting and discussion of key points from assessment reports.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div><\/div><\/div><\/div><div id=\"pg-418-1\"  class=\"panel-grid panel-no-style\" ><div id=\"pgc-418-1-0\"  class=\"panel-grid-cell panel-grid-cell-empty\" ><\/div><div id=\"pgc-418-1-1\"  class=\"panel-grid-cell\" ><div id=\"panel-418-1-1-0\" class=\"widget_text so-panel widget widget_custom_html panel-first-child panel-last-child\" data-index=\"4\" ><div class=\"textwidget custom-html-widget\"><a href=\"http:\/\/sites.reading.ac.uk\/curriculum-framework\/why-is-assessment-literacy-for-students-important\/\">\n\t<div>\n<div class=\"topicWrapper employability\">\n\t<h1 class=\"topicHeading\">\n\tWhy is Assessment Literacy for Students important?\n<\/h1>\n\t<\/div>\n\t<br>\n\t<br>\n<p>\nTaking a consistent approach across the programme aids student learning and progression\n<\/p>\n<\/div>\n<\/a><\/div><\/div><\/div><div id=\"pgc-418-1-2\"  class=\"panel-grid-cell\" ><div id=\"panel-418-1-2-0\" class=\"widget_text so-panel widget widget_custom_html panel-first-child panel-last-child\" data-index=\"5\" ><div class=\"textwidget custom-html-widget\"><a href=\"http:\/\/sites.reading.ac.uk\/curriculum-framework\/how-to-build-assessment-literacy-with-students\/\">\n\t<div>\n<div class=\"topicWrapper employability\">\n\t<h1 class=\"topicHeading\">\n\tHow to build Assessment Literacy with Students\n<\/h1>\n\t<\/div>\n\t<br>\n\t<br>\n<p>\nEngaging students with standards, staff expectations, policy and assessment practices\n<\/p>\n<\/div>\n<\/a><\/div><\/div><\/div><\/div><div id=\"pg-418-2\"  class=\"panel-grid panel-no-style\" ><div id=\"pgc-418-2-0\"  class=\"panel-grid-cell panel-grid-cell-empty\" ><\/div><div id=\"pgc-418-2-1\"  class=\"panel-grid-cell\" ><div id=\"panel-418-2-1-0\" class=\"so-panel widget widget_sow-editor panel-first-child panel-last-child\" data-index=\"6\" ><div\n\t\t\t\n\t\t\tclass=\"so-widget-sow-editor so-widget-sow-editor-base\"\n\t\t\t\n\t\t>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n\t<div class=\"wrapper\">\n<div id=\"inside-wrapper\" class=\"inside-wrapper\">\n<div id=\"main-content\" class=\"content-center\">\n<div class=\"cl-main_2 c-green\">\n<div class=\"content-body\">\n<p><strong style=\"letter-spacing: 0px\">Reference<\/strong><\/p>\n<p>Price, M. et al. (2012). <em>Assessment Literacy: The Foundation for Improving Student Learning<\/em>. Wheatley: Oxford Brookes University, p.10.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div><\/div><\/div><\/div><\/div>","protected":false},"excerpt":{"rendered":"<p>Engage in Assessment Assessment for Learning Programme-level Assessment Diversifying Assessment Formative Assessment Assessment Literacy RESOURCES &nbsp; The Higher Education Academy (HEA) (2016). The Developing Engagement with Feedback Toolkit.\u00a0York:\u00a0HEA. UoR Assessment Handbook Bovill, C. (2017).\u00a0\u00a0Engaged in learning and teaching conversations.\u00a0 University of Edinburgh Assessment literacy &nbsp; Assessment literacy is the capability of staff and students to [&hellip;]<\/p>\n","protected":false},"author":85,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"om_disable_all_campaigns":false,"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"jetpack_post_was_ever_published":false,"_links_to":"","_links_to_target":""},"acf":[],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/PbcJTb-6K","_links":{"self":[{"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/pages\/418"}],"collection":[{"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/users\/85"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/comments?post=418"}],"version-history":[{"count":1,"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/pages\/418\/revisions"}],"predecessor-version":[{"id":2558,"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/pages\/418\/revisions\/2558"}],"wp:attachment":[{"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/media?parent=418"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}