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)Research

3 Citations (Scopus)


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
Number of pages12
ISBN (Electronic)9783319945057
ISBN (Print)9783319945040
Publication statusPublished - 2018
Externally publishedYes
Event11th International Conference on Blended Learning - Kansai University, Osaka, Japan
Duration: 31 Jul 20182 Aug 2018

Publication series

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


Conference11th International Conference on Blended Learning
Abbreviated titleICBL 2018
Internet address


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


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