Newsletter

Assessment literacy is increasingly becoming a fundamental capability for students because assessment directly influences learning and metacognitive decision-making as well as self-regulation. Current research in this concept defines assessment literacy as students’ understanding of assessment expectations, their ability to use assessment to guide learning, and their capacity to judge work against criteria and standards. It is important that students participate in opportunities to undertake rubric analysis, exemplar evaluation and active discussions of quality of performance on assessment tasks. Furthermore, the contemporary evidence strongly suggests that students ability to judge the quality of their own and others’ work, demonstrating that assessment literacy extends beyond understanding criteria to developing informed evaluative judgement. Therefore, assessment literacy is not simply knowledge about assessment but a crucial driver of effective student agency, formative practice, and improved learning outcomes.

As we enter the new semester, a vital time for our VCE students as well as an opportunity for new learning across the junior school with new elective choices commencing, the development of assessment literacy has previously been a particular focus in Coaching & Mentoring but, independently, students can develop assessment literacy through the development of their evaluative judgement. During independent study, practising assessing exemplar work and comparing their judgements with those of teachers can improve assessment literacy and better assessment outcomes. Students can also strengthen this capability by using rubrics to evaluate work, reflecting on feedback, setting concise learning goals, and engaging in cycles of revision and retrieval practice. These practices help students become more self-regulated learners who can identify strengths, recognise areas for improvement, and take greater ownership of their learning.

Chris Needle
Assistant Principal, Professional Development