An exploratory study on teacher assessment literacy: Do novice university teachers know how to assess students’ written reflection?

Cecilia K. Y. CHAN, Jiahui Jess LUO

Research output: Contribution to journalArticlespeer-review

12 Citations (Scopus)

Abstract

In recent years, reflective writings have been increasingly incorporated into the higher education curriculum to enhance students’ deep learning and to help assess their experiential learning outcomes. However, as reflective practices gain momentum worldwide, an under-researched question arises regarding whether teachers know how to assess reflection. Drawing on a teacher assessment literacy framework, this study explores how six novice university teachers in Hong Kong understand the assessment of reflective writings from three dimensions. Findings reveal that although teachers demonstrate a strong understanding of assessing reflection in a conceptual dimension (e.g. purposes and approaches of assessment), practically and socio-emotionally, teachers lack adequate knowledge and awareness to perform satisfactory assessment of reflection. The study subsequently discusses how and why certain dimensions of assessment literacy in reflection are prioritised in Hong Kong higher educationand provides a range of implications to improve future reflection practices and research. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.

Original languageEnglish
Pages (from-to)214-228
JournalTeachers and Teaching
Volume26
Issue number2
Early online dateJul 2020
DOIs
Publication statusPublished - 2020

Citation

Chan, C. K. Y., & Luo, J. (2020). An exploratory study on teacher assessment literacy: Do novice university teachers know how to assess students’ written reflection? Teachers and Teaching, 26(2), 214-228. https://doi.org/10.1080/13540602.2020.1787375

Keywords

  • Reflection
  • Assessment
  • Experiential learning
  • Teacher perception
  • Teacher assessment literacy

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