Advancing the construct of assessment literacy: A key variable in interdisciplinary research on student well-being

• In Event: AERA Research in Progress Roundtable Session Two
  In Invited Roundtable: Research-in-Progress RT024 (Thursday)

Abstract

Student well-being is increasingly recognized as a key educational outcome (OECD, 2017). This doctoral project, embedded in a larger interdisciplinary study, investigates how teachers’ assessment practices influence high school students’ test-related emotions and school-related well-being. Grounded in Control-Value Theory (Pekrun, 2006), the study explores the impact of formative and summative assessment environments (e.g., grades, feedback, pass/fail) on students’ emotional responses and school-related well-being. A systematic literature review following the PRISMA guidelines and newly developed scales on assessment literacy - particularly the dimensions of assessment practices and social-emotional management - form the core of the research. Findings will inform teacher education and contribute to rethinking assessment as a tool for inclusive and student-centered learning.

Authors

• Karin Portmann, St.Gallen University of Teacher Education

• Anna-Lena Ullrich, St. Gallen University of Teacher Education

• Robbert J. Smit, St. Gallen University of Teacher Education