An exploratory study on teacher assessment literacy: do novice university teachers know how to assess students' written reflection?

• Published in: Teachers and teaching, theory and practice Vol. 26; no. 2; pp. 214 - 228
• Main Authors: Chan, Cecilia K. Y., Luo, Jiahui
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 17.02.2020; Taylor & Francis Ltd
• Subjects: assessment; Assessment Literacy; Beginning Teachers; College Faculty; Cultural Context; Ethics; Experiential Learning; Foreign Countries; Learning; Literacy; Psychological Patterns; Reflection; Research Universities; Self Efficacy; teacher assessment literacy; Teacher Attitudes; Teacher evaluations; teacher perception; Teacher Student Relationship; Teachers; Teaching Assistants; Undergraduate Students; Writing Evaluation; Hong Kong; Hong Kong China; China
• ISSN: 1354-0602; 1470-1278
• DOI: 10.1080/13540602.2020.1787375

In recent years, reflective writings have been increasingly incorporated into the higher education curriculum to enhance students' deep learning and to help assess their experiential learning outcomes. However, as reflective practices gain momentum worldwide, an under-researched question arises regarding whether teachers know how to assess reflection. Drawing on a teacher assessment literacy framework, this study explores how six novice university teachers in Hong Kong understand the assessment of reflective writings from three dimensions. Findings reveal that although teachers demonstrate a strong understanding of assessing reflection in a conceptual dimension (e.g. purposes and approaches of assessment), practically and socio-emotionally, teachers lack adequate knowledge and awareness to perform satisfactory assessment of reflection. The study subsequently discusses how and why certain dimensions of assessment literacy in reflection are prioritised in Hong Kong higher educationand provides a range of implications to improve future reflection practices and research.