Abstract
The commonly used definition and operationalization of assessment literacy as
measurable static knowledge of an educator does not cohere with current theories about competence and knowledge of professionals, including teachers. Therefore, we propose to redefine assessment literacy as an authentic dynamic contextdependent social practice: sustainable assessment literacy (SAL). This qualitative focus group interview study unravels the conceptions of teachers in higher professional education in the Netherlands to supplement the definition of
assessment literacy and to align the definition with their daily social experiences.
The focus groups will be composed of teachers with different roles in higher
education such as assessor, member of examination board, or curriculum designer in order to reflect the different assessment practices in higher professional education and enable discussions about SAL. Analysis will lead to a broadened concept of assessment literacy, incorporating teachers’ opinions. Interviews will take place in March-May 2020. Empirical results will be presented at the conference.
measurable static knowledge of an educator does not cohere with current theories about competence and knowledge of professionals, including teachers. Therefore, we propose to redefine assessment literacy as an authentic dynamic contextdependent social practice: sustainable assessment literacy (SAL). This qualitative focus group interview study unravels the conceptions of teachers in higher professional education in the Netherlands to supplement the definition of
assessment literacy and to align the definition with their daily social experiences.
The focus groups will be composed of teachers with different roles in higher
education such as assessor, member of examination board, or curriculum designer in order to reflect the different assessment practices in higher professional education and enable discussions about SAL. Analysis will lead to a broadened concept of assessment literacy, incorporating teachers’ opinions. Interviews will take place in March-May 2020. Empirical results will be presented at the conference.
| Original language | English |
|---|---|
| Title of host publication | Professional learning & development: From innovative research to innovative interventions |
| Subtitle of host publication | Book of abstracts of the EARLI SIG14 2020 Conference |
| Editors | Georgina París, Carla Quesada-Pallarès, Anna Ciraso-Calí, Helena Roig-Ester |
| Publisher | Universitat Autonoma de Barcelona |
| DOIs | |
| Publication status | Published - Jul 2020 |
| Event | EARLI SIG 14 Learning and Professional Development: From innovative research to innovative interventions (cancelled) - Universitat Autònoma de Barcelona, Barcelona, Spain Duration: 8 Jul 2020 → 10 Jul 2020 |
Conference
| Conference | EARLI SIG 14 Learning and Professional Development |
|---|---|
| Country/Territory | Spain |
| City | Barcelona |
| Period | 8/07/20 → 10/07/20 |
Keywords
- Assessment literacy, higher professional education, Focus group interviews