Student assessment literacy: indicators and domains from the literature

Abstract

ABSTRACT Students’ engagement in assessment is theoretically and empirically supported to increase their learning outcomes, but the assessment knowledge and skills they need to actively engage in assessment remain poorly understood. We used a scoping review method to inform the screening and selection of literature, with 98 included in the analysis. Analysis and synthesis of the articles resulted in 45 indicators of student assessment literacy, grouped into six domains: general knowledge of assessment, development of strategies to engage in assessment, active engagement in assessment, monitoring learning progress, engagement in reflective practice; and disposition in assessment. These domains were used to develop the framework for student assessment literacy. The results of the study highlight a new conceptualisation of student assessment literacy by providing a more comprehensive definition that clearly defines the domains and identifies individual indicators that comprise students’ assessment knowledge and skills, including dispositions needed to effectively engage in assessment.