The conceptualisation of student self-assessment literacy: A case study of Chinese undergraduates

In order to promote self-assessment in learning, it is essential to understand student self-assessment literacy. However, there are few theoretical and empirical studies on this topic. This chapter aims to propose a preliminary theoretical framework for conceptualising student self-assessment literacy and provide empirical evidence in terms of the status and perceived level of self-assessment literacy among Chinese undergraduates and how they develop self-assessment literacy. Based on Hay and Penney's (2013) model of assessment literacy, we propose that self-assessment literacy could be conceptualised with four inter-related elements: 1) self-assessment comprehension; 2) self-assessment application; 3) self-assessment interpretation; and 4) critical engagement with self-assessment. In the case study, 12 Chinese undergraduates’ interview data were collected and analysed to show the status, perceived level, and development of self-assessment literacy. The findings suggest that Year Three undergraduates are generally more self-assessment literate than Year One and Two students. Students develop self-assessment literacy in a self-taught and external training approach. This study offers theoretical and empirical insights on the understanding of self-assessment literacy. It is suggested that more training should be offered by teachers and schools to help students gain more effective knowledge and skill to self-assess their own learning, especially lower academic year students. Copyright © 2022 selection and editorial matter, Zi Yan and Lan Yang; individual chapters, the contributors.