Enhancing teacher assessment literacy using a blended deep learning approach

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.