Assessment Literacy for Linguistically and Culturally Diverse students with implications for staff development in HE

Paper’s importance The Covid 19 Pandemic gave rise to unprecedented change in the workplace and saw the development of new ways of working across the Globe (De Lucas et al., 2020). Within Universities, a similar paradigm shift was experienced in the way the curriculum had to be delivered, managed, and led, with implications for the role of digital technology and face to face teaching in Higher Education in the post-covid era (Dwivedi, et al. 2020; Carolan et al.2020). The disruption to normality caused educators/ lecturers to rethink their role within the Higher Education system (Rapanta et al., 2021), including how to support student learning tasks such as formative assessment (Nordmann et al., 2020) Linguistically and culturally diverse students face the further challenge of adapting to theirhost institution, including properly engaging with unfamiliar assessment practices, leading to an attainment gap with home students (Kerridge and Simpson, 2019). This was exacerbated by the move to online teaching and assessment during the pandemic. More inclusive practices in assessment post pandemic are therefore essential to the development of an innovative and adaptable global workforce. Theoretical base An inclusive approach to assessment means designing assessment with all students in mind (Moriña, 2017). Assessment as a vehicle for learning as well as a measurement of that learning. (Evans, 2013; O’Leary, 2014) should not be underestimated. Indeed, assessment for or as learning with a strong focus on the learning process and providing feedback as part of a formative or summative assessment task has been recognised to improve achievement, and skills development, including autonomy within a social dimension (O’Leary, 2014). In addition, assessment for or as learning can play a role in improving assessment literacy i.e. students’ ability to engage successfully in the process (Smith et al., 2013). This research will report on the assessment design protocols based on a narrative literature review based on these underpinnings, implemented in five pilot modules, and the ongoing evaluation of the impact on the students’ assessment literacy and achievement. Methodology The evaluation is using a mixed method approach: an evaluation pre and post intervention using an assessment literacy measurement instrument from Smith et al’s (2013) which is both qualitative and quantitative, using descriptive statistics and t.test and thematic analysis of qualitative data. a qualitative questionnaire to gauge student’s experience of the assessment post intervention in 22/23, using thematic analysis. The success of the interventions will also be evaluated through standard quantitative measures, including grades. Research purpose This working paper will explore how the assessment literacy of culturally and linguistically diverse students, from a large Business School in the UK, might be developed, based on lessons learnt from the Pandemic, for student success in acquiring the knowledge and skills necessary to the future workplace. Research question/s What can assessment design contribute to the development of assessment literacy? How successful were the assessment design protocol in improving assessment literacy and student achievement? Implications for HRD practice Inclusive practices in assessment post pandemic will help develop the graduate skills necessary for a innovative and adaptable global workforce. Conclusions The protocols were used to design new assessments in the pilot modules and the evaluation will help decide whether the design protocols will help future assessment developments. Key Words Assessment literacy, learning and development, Higher Education