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Understanding and developing student...

Yang, Min.

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Understanding and developing student assessment literacy = translating research into actionable approaches /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Understanding and developing student assessment literacy/ by Min Yang ... [et al.].
Reminder of title:	translating research into actionable approaches /
other author:	Yang, Min.
Published:	Singapore :Springer Nature Singapore : : 2025.,
Description:	vi, 76 p. :ill. (some col.), digital ;24 cm.
[NT 15003449]:	Chapter 1. Introduction: Conceptualising student assessment literacy (Min Yang) -- Chapter 2. Using self-assessment to develop student assessment literacy (Zi Yan) -- Chapter 3. Peer assessment: A powerful way to cultivate student assessment literacy (Ying Zhan) -- Chapter 4. Student feedback orientations as building blocks of student assessment literacy (Lan Yang) -- Chapter 5. Conclusion: Moving student assessment literacy research and practice forward (Min Yang).
Contained By:	Springer Nature eBook
Subject:	Educational tests and measurements. -
Online resource:	https://doi.org/10.1007/978-981-97-9484-3
ISBN:	9789819794843

Understanding and developing student assessment literacy = translating research into actionable approaches /
Understanding and developing student assessment literacytranslating research into actionable approaches /[electronic resource] :by Min Yang ... [et al.]. - Singapore :Springer Nature Singapore :2025. - vi, 76 p. :ill. (some col.), digital ;24 cm. - SpringerBriefs in education,2211-193X. - SpringerBriefs in education..

Chapter 1. Introduction: Conceptualising student assessment literacy (Min Yang) -- Chapter 2. Using self-assessment to develop student assessment literacy (Zi Yan) -- Chapter 3. Peer assessment: A powerful way to cultivate student assessment literacy (Ying Zhan) -- Chapter 4. Student feedback orientations as building blocks of student assessment literacy (Lan Yang) -- Chapter 5. Conclusion: Moving student assessment literacy research and practice forward (Min Yang).

Open access.

This book provides research-based approaches and classroom strategies for frontline teachers and practitioners, to aid them in formulating actionable approaches to develop student assessment literacy (SAL) in school and higher education sectors. This book helps readers to: Understand the concept of SAL and its significant role in assisting students' achievements of desirable learning goals Design and implement supportive classroom strategies for inducting students to the basic knowledge and skills for exercising SAL, and to engage actively and effectively in assessment and learning processes Reflect critically on, and improve their own classroom practices to promote SAL among students This book serves as a valuable reference for a wide range of audiences, including frontline teachers and curriculum leaders in schools and universities, undergraduate and post-graduate students in teacher education and other educational fields, educational service providers, and government officers in educational departments. This is an open access book.

ISBN: 9789819794843

Standard No.: 10.1007/978-981-97-9484-3doiSubjects--Topical Terms:

516954
Educational tests and measurements.

LC Class. No.: LB3051

Dewey Class. No.: 371.26

Understanding and developing student assessment literacy = translating research into actionable approaches /
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505 0 $a Chapter 1. Introduction: Conceptualising student assessment literacy (Min Yang) -- Chapter 2. Using self-assessment to develop student assessment literacy (Zi Yan) -- Chapter 3. Peer assessment: A powerful way to cultivate student assessment literacy (Ying Zhan) -- Chapter 4. Student feedback orientations as building blocks of student assessment literacy (Lan Yang) -- Chapter 5. Conclusion: Moving student assessment literacy research and practice forward (Min Yang).
506 $a Open access.
520 $a This book provides research-based approaches and classroom strategies for frontline teachers and practitioners, to aid them in formulating actionable approaches to develop student assessment literacy (SAL) in school and higher education sectors. This book helps readers to: Understand the concept of SAL and its significant role in assisting students' achievements of desirable learning goals Design and implement supportive classroom strategies for inducting students to the basic knowledge and skills for exercising SAL, and to engage actively and effectively in assessment and learning processes Reflect critically on, and improve their own classroom practices to promote SAL among students This book serves as a valuable reference for a wide range of audiences, including frontline teachers and curriculum leaders in schools and universities, undergraduate and post-graduate students in teacher education and other educational fields, educational service providers, and government officers in educational departments. This is an open access book.
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