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

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

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.

Abstract #0600. Abstract only published.