Gwyneth Hughes. 
Nobody would dispute that teachers should have a high level of literacy and be able to read and write well. But what about ‘assessment literacy’?
It is well known that assessment is a tricky business. But being able to mark students’ work fairly and accurately – in other words knowing the rules – is not enough; assessors must also ensure that students learn from assessment. Being able to give students helpful feedback and making sure that they make good use of it is as essential to assessment literacy (or assessment know-how) as spelling and grammar are to writing.
Research at the UCL Institute of Education in the Assessment Careers project showed, surprisingly, that even experienced postgraduate students merely read their feedback and (more…)