Evaluation of a large-scale inclusive assessment intervention: a novel approach to quantifying perceptions about assessment literacy

Balloo, Kieran ORCID: https://orcid.org/0000-0002-1745-4653 and Norman, Maria and Winstone, Naomi E. (2018) Evaluation of a large-scale inclusive assessment intervention: a novel approach to quantifying perceptions about assessment literacy. In: Society for Research into Higher Education International Research Conference 2019: The Changing Shape of Higher Education - Can Excellence and Inclusion Cohabit?, 5 Dec - 7 Dec 2018, Newport, United Kingdom.

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Abstract

Assessment literacy involves students having a clear understanding of standards and criteria, which allows for the development of self-regulation. We introduced a standardised assessment brief template, built on principles from the inclusive assessment EAT Framework, to enhance students’ assessment literacy. In order to evaluate this approach, students responded to open-ended questions about whether they felt this approach supported their development of assessment literacy. As a means of understanding the beliefs and thinking patterns in students’ responses, text analysis software, Linguistic Inquiry and Word Count (LIWC), was used to identify the presence of words in responses from particular linguistic domains. Significant differences in students’ self-regulation were found based on their choice of words; students who expressed more negative language had significantly lower self-regulation. The findings indicate that the design of our assessment brief template has the potential for developing aspects of perceived assessment literacy that are linked to self-regulation.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: Abstract #0600. Abstract only published.
Faculty/School / Institute/Centre: No Faculty
Faculty/School / Institute/Centre: No Faculty
Date Deposited: 14 Mar 2022 01:52
Last Modified: 30 May 2022 02:33
Fields of Research (2008): 13 Education > 1301 Education Systems > 130103 Higher Education
13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation
Fields of Research (2020): 39 EDUCATION > 3904 Specialist studies in education > 390402 Education assessment and evaluation
39 EDUCATION > 3904 Specialist studies in education > 390407 Inclusive education
39 EDUCATION > 3903 Education systems > 390303 Higher education
URI: http://eprints.usq.edu.au/id/eprint/46553

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