Higher professional education teachers’ conceptions of sustainable assessment literacy

Kitty Meijer; Liesbeth Baartman; M. Vermeulen; Elly De Bruijn

doi:10.6084/m9.figshare.12515342

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.

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	https://doi.org/10.6084/m9.figshare.12515342
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

Access to Document

10.6084/m9.figshare.12515342Licence: CC BY

Cite this

Meijer, K., Baartman, L., Vermeulen, M., & De Bruijn, E. (2020). Higher professional education teachers’ conceptions of sustainable assessment literacy. In G. París, C. Quesada-Pallarès, A. Ciraso-Calí, & H. Roig-Ester (Eds.), Professional learning & development: From innovative research to innovative interventions: Book of abstracts of the EARLI SIG14 2020 Conference Universitat Autonoma de Barcelona. https://doi.org/10.6084/m9.figshare.12515342

Meijer, Kitty ; Baartman, Liesbeth ; Vermeulen, M. et al. / Higher professional education teachers’ conceptions of sustainable assessment literacy. Professional learning & development: From innovative research to innovative interventions: Book of abstracts of the EARLI SIG14 2020 Conference. editor / Georgina París ; Carla Quesada-Pallarès ; Anna Ciraso-Calí ; Helena Roig-Ester. Universitat Autonoma de Barcelona, 2020.

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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{\textquoteright} opinions. Interviews will take place in March-May 2020. Empirical results will be presented at the conference.",

keywords = "Assessment literacy, higher professional education, Focus group interviews",

author = "Kitty Meijer and Liesbeth Baartman and M. Vermeulen and \{De Bruijn\}, Elly",

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language = "English",

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booktitle = "Professional learning \& development: From innovative research to innovative interventions",

publisher = "Universitat Autonoma de Barcelona",

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note = "EARLI SIG 14 Learning and Professional Development : From innovative research to innovative interventions (cancelled) ; Conference date: 08-07-2020 Through 10-07-2020",

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Meijer, K, Baartman, L, Vermeulen, M & De Bruijn, E 2020, Higher professional education teachers’ conceptions of sustainable assessment literacy. in G París, C Quesada-Pallarès, A Ciraso-Calí & H Roig-Ester (eds), Professional learning & development: From innovative research to innovative interventions: Book of abstracts of the EARLI SIG14 2020 Conference. Universitat Autonoma de Barcelona, EARLI SIG 14 Learning and Professional Development, Barcelona, Spain, 8/07/20. https://doi.org/10.6084/m9.figshare.12515342

Higher professional education teachers’ conceptions of sustainable assessment literacy. / Meijer, Kitty; Baartman, Liesbeth; Vermeulen, M. et al.
Professional learning & development: From innovative research to innovative interventions: Book of abstracts of the EARLI SIG14 2020 Conference. ed. / Georgina París; Carla Quesada-Pallarès; Anna Ciraso-Calí; Helena Roig-Ester. Universitat Autonoma de Barcelona, 2020.

Research output: Chapter in Book/Report/Conference proceeding › Conference Abstract/Poster in proceeding › peer-review

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AU - Baartman, Liesbeth

AU - Vermeulen, M.

AU - De Bruijn, Elly

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AB - 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.

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A2 - Quesada-Pallarès, Carla

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Meijer K, Baartman L, Vermeulen M, De Bruijn E. Higher professional education teachers’ conceptions of sustainable assessment literacy. In París G, Quesada-Pallarès C, Ciraso-Calí A, Roig-Ester H, editors, Professional learning & development: From innovative research to innovative interventions: Book of abstracts of the EARLI SIG14 2020 Conference. Universitat Autonoma de Barcelona. 2020 doi: 10.6084/m9.figshare.12515342