A four-dimensional conceptual framework for student assessment literacy in holistic competency development

Cecilia Ka Yuk CHAN, Jiahui Jess LUO

Research output: Contribution to journalArticlespeer-review

25 Citations (Scopus)

Abstract

As many universities worldwide have incorporated holistic competency development into their course goals, developing assessment literacy in these competencies is placed high on the agenda. Yet, existing literatures on assessment literacy tend to focus on disciplinary knowledge, with little reference to holistic competencies. Based on 29 focus group interviews with 122 students from six universities in Hong Kong, this study first explores the extent to which previous conceptualisations of student assessment literacy also apply to assessing holistic competencies. Findings are subsequently used as a base for discussion towards a new framework of student assessment literacy in holistic competency development which constitutes four dimensions, i.e. knowledge, attitude, action and critique. The renewed framework incorporates features specific to holistic competency assessment, further highlights students’ critical engagement with assessment, and understands learners as active agents who exercise discretion in holistic competency assessment. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.

Original languageEnglish
Pages (from-to)451-466
JournalAssessment & Evaluation in Higher Education
Volume46
Issue number3
Early online dateJun 2020
DOIs
Publication statusPublished - 2021

Citation

Chan, C. K. Y., & Luo, J. (2021). A four-dimensional conceptual framework for student assessment literacy in holistic competency development. Assessment & Evaluation in Higher Education, 46(3), 451-466. https://doi.org/10.1080/02602938.2020.1777388

Keywords

  • Assessment literacy
  • Holistic competencies
  • Generic skills
  • Conceptual framework

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