Assessment literacy: definition, implementation, and implications.

Area of Science:

• Veterinary Education
• Assessment Literacy
• Curriculum Development

Background:

• Student understanding of assessment processes is crucial for academic success.
• Existing gaps in assessment literacy were identified in first- and third-year veterinary students.
• Faculty perceptions of student preparedness for assessment differ from student self-assessments.

Purpose of the Study:

• To explore the concept of assessment literacy in veterinary education.
• To deliver and evaluate an intervention aimed at improving students' assessment literacy.
• To compare student and faculty perspectives on assessment preparedness.

Main Methods:

• Surveying two cohorts of veterinary students (first- and third-year) on assessment understanding before an intervention.
• Implementing a workshop focused on developing assessment literacy by evaluating student work.
• Recording student grading accuracy within the workshop and surveying faculty on their views.

Main Results:

• A significant percentage of students reported uncertainty about assessment processes (51% of first-years, 30% of third-years).
• The intervention workshop improved students' understanding of assessment standards (92-97%) and exam preparation (75-87%).
• Substantial variation in students' grading accuracy was observed (bias from 22% to -25%), and faculty generally overestimated student assessment understanding.

Conclusions:

• Interventions can effectively enhance assessment literacy and preparedness in veterinary students.
• Addressing the variability in grading accuracy is essential for fair assessment.
• Aligning student and faculty perceptions of assessment preparedness requires targeted faculty development and curriculum review.