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http://hdl.handle.net/20.500.12358/26637
TitleTeachers' Assessment Literacy and Washback Effect of Assessment
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Abstract

Assessment literacy, as a term, is not well known in the educational field. This is unfortunate because teachers' assessment knowledge and competence can have an important influence on the way they teach and the way their students learn. The relationship between the degree of assessment literacy a teacher has and the washback of this type of assessment is not clearly identified, especially in higher education context. In view of this gap, this article attempts to examine important assessment literacy issues in relation to student learning: definition and importance of assessment literacy, assessment in higher education and assessment practices through reviewing related studies. The review pinpoints the harmful effects of being assessment illiterate for both teachers and students.

Authors
Elshawa, Niveen
Heng, Chan Swee
Abdullah, Ain Nadzimah
Rashid, Sabariah MD
TypeJournal Article
Date2016
Subjects
assessment
washback
student learning
assessment literacy
Published inInternational Journal of Applied Linguistics and English Literature
SeriesVolume: 5, Number: 4
PublisherAustralian International Academic Centre
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The institutional repository of the Islamic University of Gaza was established as part of the ROMOR project that has been co-funded with support from the European Commission under the ERASMUS + European programme. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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The institutional repository of the Islamic University of Gaza was established as part of the ROMOR project that has been co-funded with support from the European Commission under the ERASMUS + European programme. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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