Assessment literacy refers to educators’ understanding of the principles and practices of sound assessment. It has been considered as a critical professional requirement in educational system since it to a great extent affects students’ learning. However, research has shown that both pre-service and in-service teachers are weak in assessment literacy and lack confidence to implement effective assessment. The main reasons of unsatisfactory assessment literacy among teachers are the limited pre-service assessment education and a lack of research on the pedagogies on assessment education. To enrich effective practice of assessment literacy education, a blended deep learning approach for educating teacher assessment literacy was applied in this study. The strategy combined a face-to-face component for content-based teaching and an online learning component for process-based teaching. The online learning component with the focus on peer assessment engaged participants in a deep learning of assessment. Participants expressed that they had obtained an in-depth understanding on assessment literacy and particularly on peer assessment. They had developed better confidence and are willing to implement peer assessment in their future teaching. This study provides a case of using a blended learning approach on assessment education for reference. Copyright © 2018 Springer International Publishing AG, part of Springer Nature.
|Title of host publication||Blended learning. Enhancing learning success: 11th International Conference, ICBL 2018, Osaka, Japan, July 31- August 2, 2018, proceedings|
|Editors||Simon K. S. CHEUNG, Lam-for KWOK, Kenichi KUBOTA, Lap-Kei LEE, Jumpei TOKITO|
|Place of Publication||Cham|
|Publication status||Published - 2018|
CitationNg, W. S., Xie, H., & Wang, F. L. (2018). Enhancing teacher assessment literacy using a blended deep learning approach. In S. K. S. Cheung, L.-F. Kwok, K. Kubota, L.-K. Lee, & J. Tokito (Eds.), Blended learning. Enhancing learning success: 11th International Conference, ICBL 2018, Osaka, Japan, July 31- August 2, 2018, proceedings (pp. 203-214). Cham: Springer.
- Assessment literacy
- Blended learning
- Peer assessment
- Peer feedback
- Assessment for learning
- Deep learning