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ERIC Number: EJ1160163
Record Type: Journal
Publication Date: 2015-Dec
Pages: 7
Abstractor: As Provided
ISSN: EISSN-1474-8479
Reflections on Academics' Assessment Literacy
Lees, Rebecca; Anderson, Deborah
London Review of Education, v13 n3 p42-48 Dec 2015
This small-scale, mixed-methods study aims to investigate academics' understanding of formative and summative assessment methods and how assessment literacy impacts on their teaching methods. Six semi-structured interviews and a scrutiny of assessments provided the data and results suggest that while these academics understand summative assessment, they have a poorer awareness of the implementation of well-constructed formative assessment. While the academics were able to clearly articulate the perceived benefits to students from undertaking formative assessments, they were less able to identify potential benefits for themselves as educators, so these went largely unrealized. Opportunities therefore exist for tutors to utilize the outcomes of formative assessment to improve student performance, particularly around tutor-reflection to amend future learning and teaching approaches in line with the theory underpinning summative and formative assessment methods.The study highlights the importance of considering all stakeholders when thinking about assessment literacy.
UCL IOE Press. UCL Institute of Education, University of London, 20 Bedford Way, London, WC1H 0AL, UK. Tel: +44-20-7911-5565; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Opinion Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A