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

@article{Chan2020AFC,
  title={A four-dimensional conceptual framework for student assessment literacy in holistic competency development},
  author={Cecilia Ka Yuk Chan and Jiahui Luo},
  journal={Assessment \& Evaluation in Higher Education},
  year={2020},
  volume={46},
  pages={451 - 466}
}
  • C. Chan, Jiahui Luo
  • Published 10 June 2020
  • Sociology
  • Assessment & Evaluation in Higher Education
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… Expand
To assess or not to assess holistic competencies – Student perspectives in Hong Kong
Abstract Despite the importance of holistic competencies, universities have not yet been able to successfully embrace holistic competencies (HC) as part of students’ assessment in their curricula. HCExpand
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Abstract There is a need to develop an instrument for undergraduate students to evaluate their holistic competencies. Such an instrument can not only be used as a tool for benchmarking but can alsoExpand
A four-dimensional framework for teacher assessment literacy in holistic competencies
  • Cecilia K. Y. Chan, L. Luk
  • Psychology
  • Assessment & Evaluation in Higher Education
  • 2021
Given that existing research on teacher assessment literacy has focused on teachers’ ability to evaluate students’ academic achievements, this study aims to develop a conceptualization of teachers’...
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In recent years, there have been increasing efforts to formally assess holistic competencies. These efforts tend to be policy and expert driven, overlooking students’ subjectivities in being assess...
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Universities around the world are encouraging teachers to provide more constructive feedback to support student learning, but do teachers know how to distinguish constructive feedback? What pedagog...

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