The study examined conceptual, practical, and socio-emotional dimensions of assessment literacy among 68 lead teachers and 138 instructors in Canada's LINC program. Results indicated interrelated literacy dimensions: on-the-job training reduced perceptions of negative portfolio-based assessment effects on learners, while university assessment education increased theoretical knowledge, confidence, and recognition of negative washback from such assessment.
The author describes running 30-minute group Q&A sessions within a paid learning community. These meetings let students digest material, receive feedback, and explain topics to peers, becoming mentors themselves. The teacher notes that handling diverse questions sharpens their own thinking and enables deeper exploration of grammar and vocabulary nuances.
Key takeaways2
Prompting students to answer peers' questions before the teacher responds builds confidence and turns them into mentors.
Dedicated Q&A sessions give learners agenda control, increasing ownership compared to standard classes.