Enhancing teacher assessment literacy using a blended deep learning approach

Wing Shui NG, Haoran XIE, Fu Lee WANG

Research output: Book Chapters | Papers in Conference ProceedingsConference paper (refereed)

1 Scopus Citations

Abstract

Assessment literacy refers to educators’ understanding of the principles and practices of sound assessment. It has been considered as a critical professional requirement in educational system since it to a great extent affects students’ learning. However, research has shown that both pre-service and in-service teachers are weak in assessment literacy and lack confidence to implement effective assessment. The main reasons of unsatisfactory assessment literacy among teachers are the limited pre-service assessment education and a lack of research on the pedagogies on assessment education. To enrich effective practice of assessment literacy education, a blended deep learning approach for educating teacher assessment literacy was applied in this study. The strategy combined a face-to-face component for content-based teaching and an online learning component for process-based teaching. The online learning component with the focus on peer assessment engaged participants in a deep learning of assessment. Participants expressed that they had obtained an in-depth understanding on assessment literacy and particularly on peer assessment. They had developed better confidence and are willing to implement peer assessment in their future teaching. This study provides a case of using a blended learning approach on assessment education for reference.
Original languageEnglish
Title of host publicationBlended Learning : Enhancing Learning Success : 11th International Conference, ICBL 2018, Osaka, Japan, July 31- August 2, 2018, proceedings
EditorsSimon K.S. CHEUNG, Lam-for KWOK, Kenichi KUBOTA, Lap-Kei LEE, Jumpei TOKITO
PublisherSpringer International Publishing AG
Pages203-214
Number of pages12
ISBN (Electronic)9783319945057
ISBN (Print)9783319945040
DOIs
Publication statusPublished - 2018
Externally publishedYes
Event11th International Conference on Blended Learning - Kansai University, Osaka, Japan
Duration: 31 Jul 20182 Aug 2018
http://www.aimtech.cityu.edu.hk/icbl2018

Publication series

NameLecture Notes in Computer Science
PublisherSpringer
Volume10949
ISSN (Print)0302-9743
ISSN (Electronic)1611-3349

Conference

Conference11th International Conference on Blended Learning
Abbreviated titleICBL 2018
CountryJapan
CityOsaka
Period31/07/182/08/18
Internet address

Keywords

  • Assessment literacy
  • Blended learning
  • Peer assessment
  • Peer feedback
  • Assessment for learning
  • Deep learning

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    NG, W. S., XIE, H., & WANG, F. L. (2018). Enhancing teacher assessment literacy using a blended deep learning approach. In S. K. S. CHEUNG, L. KWOK, K. KUBOTA, L-K. LEE, & J. TOKITO (Eds.), Blended Learning : Enhancing Learning Success : 11th International Conference, ICBL 2018, Osaka, Japan, July 31- August 2, 2018, proceedings (pp. 203-214). (Lecture Notes in Computer Science; Vol. 10949). Springer International Publishing AG. https://doi.org/10.1007/978-3-319-94505-7_16