Exploring teachers’ views on student assessment literacy

Abstract

Abstract

While students’ engagement in assessment to increase their learning outcomes is widely supported by literature; however, there is limited understanding of how teachers conceptualise the knowledge, skills and dispositions students need to engage effectively in assessment. This study explores the perspectives of 10 high school teachers on student assessment literacy. Using semi-structured interviews and thematic analysis, findings are organised around six domains of an existing student assessment literacy framework: general assessment knowledge, strategies for engagement, active participation in assessment, monitoring learning progress, reflective practice and assessment-related dispositions. While teachers’ perspectives largely align with the original framework, the findings also reveal areas of overlap and ambiguity across indicators. As a result, the study proposes a refined conceptualisation of student assessment literacy, consolidating and clarifying key indicators within the framework. These findings contribute to a more coherent understanding of student assessment literacy and offer implications for both research and classroom practices.