Literacy Assessment Research Articles

Stakeholder perceptions of the feasibility of e-portfolio-based assessment of physical literacy in primary health and physical education

ABSTRACTBackgroundPhysical literacy (PL) is widely acknowledged as an integral component of high-quality physical education programmes. However, what constitutes appropriate assessment of PL remains a contested issue. This study drew on Whitehead’s conceptualisation of PL as a lifelong journey and investigated how primary school teachers can support students’ PL learning through innovative and engaging assessment methods. The study specifically examined the feasibility of using e-portfolios to facilitate quality PL learning and quality assessment in Physical Education (PE), from different stakeholder perspectives.MethodsThis interpretive study employed a qualitative design and methods to investigate aspects of feasibility with three purposive participant samples, each bringing different perspectives to the inquiry: established leaders in the field with expertise in PL (n = 11), primary PE professionals with experience in PL and/or assessment (n = 5), and professionals with specialist knowledge in use of e-portfolios and digital technologies (n = 4). Semi-structured interviews with participants were audio-recorded and transcribed. Data was analysed using an inductive thematic approach to identify emergent themes.ResultsAll participants identified e-portfolios as a powerful tool for engaging students in their PL journey and facilitating opportunities for self-reflection and progress evaluation. Findings revealed insights into three overarching themes. These included: philosophical, pedagogical, and pragmatic considerations needing to be addressed for the successful implementation of e-portfolio assessment to support students’ PL journey. Philosophical alignment highlighted the need for teachers to identify the conceptualisation of PL that underpins and guides assessment practices. Pedagogical alignment necessitates student-centred approaches that foster self-reflection on PL development. Pragmatic alignment requires whole-school approaches to resourcing to facilitate e-portfolio assessment and PL development.ConclusionDespite the inherent challenges and tensions associated with assessing PL, e-portfolios are identified as a potent tool for engaging primary aged students in their PL journey. Findings provide direction for primary educators looking to leverage e-portfolios as a means of promoting and supporting PL.

Measuring adolescent health literacy in Taiwan: validation of the health literacy assessment scale for adolescents

BackgroundThis study aimed to validate the Chinese version of the Health Literacy Assessment Scale for Adolescents (HAS-A) and conduct a comparative analysis of adolescent health literacy between Taiwan and other countries.MethodsThe Chinese version of the HAS-A was completed by 2,312 adolescents in the fifth and sixth grades of a primary school. Psychometric properties were examined using consistent internal reliability and confirmatory factor analysis. These assessments were compared with the results from different regions to explore health literacy inequality.ResultsConstruct validity was good, and internal consistency was acceptable. The scale, particularly regarding communication health literacy, was associated with parents’ socioeconomic status, and family income had a more significant impact on children’s health literacy than community income. Health literacy disparities appear in different countries, with Taiwan exhibiting the lowest level of communication health literacy.ConclusionThe results indicate that the HAS-A is a valuable tool for assessing the health literacy of 10–11-year-old adolescents and can uncover health literacy inequality among different regions.

Sketching the landscape of corrective feedback by bibliometric analysis and structural topic modeling

Corrective feedback (CF) has been playing an important role in language teaching. Even though previous reviews focused on written or oral corrective feedback, little attention has been drawn to provide a panoramic review of the whole CF field. This study aims to sketch the landscape of CF research over the past two decades (2000-2022) and identify latent topics of the CF field. A total of 1106 CF-related articles were analyzed using bibliometric analysis and structural topic modeling. The most influential journals, references, countries, and authors in CF were identified by bibliometric analysis. Eighteen important topics in CF were discovered by structural topic modeling, among which the most representative topics included eight student-related topics, four teacher-related topics, and four technology-related topics. The findings showed that among these eighteen topics, implicit and explicit CF, teachers’ beliefs in CF and uptake of recast accounted for the largest proportion. Meanwhile, the topic trends indicated that more attention should be paid to peer feedback, automated writing evaluation of feedback, assessment literacy and student engagement in the future. More importantly, this study clarifies the relationship among teachers, students and technology in the CF field and constructs a conceptual framework in CF. This study contributes to pointing out potential directions for further CF studies and provides implications for deepening the understanding of CF in the language teaching field.

Critical literacy in the PISA 2018 reading literacy assessment

This study examined which aspects of critical literacy are focused on in the reading literacy assessment for the Programme for International Student Assessment (PISA) 2018 and what kinds of texts are related to the critical literacy items in the test. Based on theory-oriented qualitative content analysis, critical literacy items in PISA represented, for example, determining the purpose of a text or separating fact and opinion. Most of the items were related to genre approaches to critical literacy, yet they ignored social justice aspects. Furthermore, the test consisted mostly of informational texts and only a few fictional texts. The findings indicate a need to develop a more comprehensive critical literacy assessment tool.

Caregiver health literacy and health task performance: Findings from the LitCog caregiver cohort study

ObjectiveMany older adults receive assistance in managing their chronic conditions. Yet complicating the utility of caregiver support is whether caregivers have sufficient skills to aid in older adults' health management at home. We examined associations between caregiver health literacy and performance on health tasks. MethodsCaregivers to older adults enrolled in a cognitive aging cohort were recruited to participate in a supplemental interview (n = 97). Caregivers completed one structured interview that included assessments of health literacy and health task performance. ResultsCaregivers demonstrated a range of health literacy skills (44% adequate, 36% marginal, 20% low health literacy). In adjusted analyses, caregivers with marginal and low health literacy demonstrated worse overall performance on the health tasks, and poorer interpretation of health information presented on print documents and recall of spoken communication (p's < 0.05). ConclusionCaregivers with marginal or low health literacy demonstrated poorer performance on everyday health tasks that they commonly assist older adults with. The application of health literacy best-practices to support better training and capacity-building for caregivers is warranted. InnovationFew studies have considered the health literacy skills of caregivers and its application to caregivers' abilities to carry out common supportive tasks.

초등학생을 위한 노벨 엔지니어링 기반 데이터 리터러시 교육 프로그램의 개발 및 적용

Objectives In this study, a data literacy education program based on Nobel Engineering for elementary school students was developed and applied. This program consists of a total of 7 sessions, which are 22 hours long. Using a data literacy assessment tool for elementary students, the effectiveness of the proposed program was confirmed.&#x0D; Methods Two classes of sixth grades in a Chungcheongbuk-do elementary school were chosen, and they were split into two groups: an experimental group (19 students) and a control group (18 students). These two groups received experimental treatment each, and using an independent sample T-test, their differences were assessed. In addition, a paired-sample T-test was conducted to compare before and after experimental treatment for each of the two groups.&#x0D; Results As a result of the independent sample T-test for the experimental group and the control group, there were statistically significant differences in overall data literacy and in the areas of ‘data collection and understanding, data analysis and evaluation, and data-based communication’ among the four sub-areas. As a result of the paired sample t-test of the experimental group, statistically significant improvements were confirmed in both overall data literacy and sub-areas before and after the experimental treatment.&#x0D; Conclusions The conclusions and implications of the study were presented as follows: (1) The need for a specific approach considering the sub-areas of data literacy when designing educational programs; (2) The cultivation of the ‘communication competency' area due to the characteristics of novel engineering-based classes and benefits as a method of presenting situations to students; (3) The necessity of providing teaching and learning strategies to support learners in classes that utilize the various computing environments; and (4) The need for additional research on data recognition for students and the development of educational programs based on this study.

Exploring Korean Teachers’ Student Assessment Literacy: A Comparison Between Teachers’ Self-Reported Assessment and Portfolio Assessment

최근의 교육개혁의 맥락에서 교수･학습과 평가의 질적 제고를 위한 교사의 학생평가 역량을 강조해왔다. 교사의 학생평가 역량을 보다 타당하고 신뢰할 수 있게 측정하는 것이 중요함에도 불구하고, 그동안 교사의 학생평가 역량을 살펴본 선행연구가 거의 없었다. 이 연구는 자기보고식 설문조사를 바탕으로 한 교사의 자기평가 결과와 포트폴리오 평가를 활용하여 전문가 집단이 평정한 한국 교사의 학생평가 역량을 실증적으로 비교하는 것을 목적으로 한다. 이를 위해 중등교사 39명을 대상으로 교사의 실제 평가활동을 반영한 학생평가에 관한 교사포트폴리오를 한 학기에 걸쳐 수집하였다. 분석결과, 교사의 학생평가역량의 5개 하위요소에서 모두 자기평가 결과가 포트폴리오 평가 결과보다 높게 나타나 교사들은 스스로의 평가역량에 대해 긍정적으로 인식하는 것으로 나타났다. 또한, 교사 포트폴리오를 활용한 평가는 다양한 평가이론을 이해하고, 다른 교사들의 평가방법을 공유하며, 교사들의 학생평가 활동 전반에 대한 성찰의 기회를 제공한다는 점에서 유용한 것으로 나타났다. 본 연구의 결과를 바탕으로 고교학점제와 2022 개정교육과정의 본격적인 도입을 앞두고 있는 현 시점에서 교사의 학생평가 역량 향상을 위한 실질적이고 효과적인 교사교육에 활용할 수 있는 가능성에 대해 탐색하였다.

Kielitaidon arviointi koulussa

While assessment is related to all levels of the Douglas Fir Group’s (2016 hereinafter, DFG) framework, in this paper, we focus on language assessment in schools, that is, institutional meso level. However, we will also discuss micro (individual) and macro (societal) levels of the framework. We will discuss school classroom assessment focusing on four themes: (1) the understanding of quality of assessment in formal education, (2) assessment literacy required from teachers, (3) technology in assessment, and (4) challenges and opportunities that multilingualism in society and schools brings for assessment. We will also discuss future developments in Finnish classroom assessment research and practice, or indeed, a combination of the two.

Popularizing Nutrition Education to Improve Student Nutrition Literacy

Health is an eternal theme for mankind. The World Health Organization (1986) defines health as a state of physical, mental, and social wellbeing of the individual. Nutrition is one of the major external determinants of human health. The concept of “nutrition literacy” was first raised by Tenhave et al. (1997) in their article titled “Literacy Assessment in a Cardiovascular Nutrition Education Setting.” Silk et al. (2008) defined nutrition literacy as the degree to which individuals have the capacity to obtain, process, and understand nutrition information and skills needed in order to make appropriate nutrition decisions. Adequate nutrition literacy is beneficial for the individual obtaining correct dietary information, improving their dietary patterns and preventing chronic diseases.

Language Assessment Literacy: The Role of Self-Reflection

&lt;p&gt;Language Assessment Literacy (LAL) is an indispensable component of an English language teacher's professional skill set. In recent decades, a significant volume of research has aimed to elucidate the dimensions of LAL, explore variations in teachers' LAL across diverse contexts, and identify supportive resources. This review will commence with a comprehensive analysis of varying conceptualizations and empirical investigations into teachers' understanding of the concept. Specifically, then, this review centers on the assessment training requirements of English language teachers, the effectiveness of current assessment training programs, and the role of self-reflection in fostering the growth of LAL among English language teachers. The findings of this review will offer a thorough overview of the existing body of literature and provide a foundation for future inquiries in the domain of language assessment literacy in English language teaching.&lt;/p&gt;

Teachers’ Perception of the Minimum Competency Assessment Instrument (AKM) based on Lynk.id to measure Students’ Scientific Literacy on Solar System Material

The aim of my research is to determine science teachers' perceptions of the Link.id-based minimum competency assessment instrument to measure students' scientific literacy on solar system material. The research method used in this research is a mixed method with Sequential Explanatory Design. Data was first collected using a questionnaire and then analyzed using descriptive analysis. This questionnaire was distributed to 36 teachers and 124 junior high school students in Metro City. The research results show that teachers have a positive perception of the use of the Lynk-based Minimum Competency Assessment instrument to measure students' scientific literacy on solar system material. The results of the research show that 67% of teachers have not implemented active learning which leads to developing students' scientific literacy, and 33% of teachers have implemented active learning leading to scientific literacy but have not fully implemented the indicators of scientific literacy. Meanwhile, the level of success in an education does not only look at the learning process, just looking at the 21st century the biggest challenge to the development of competency assessment in Indonesia is no longer relying on individual assessments through the National Examination but see the assessment results continuously. Based on the research results, the level of scientific literacy assessment of students in solar system material is low, this is because students have difficulty applying indicators of scientific literacy. Based on the questions that have been studied, it is known that the questions in the cognitive aspect are still at C1 and C2 levels such as memorizing, explaining, and identifying. As well as based on the questionnaire given that 52% of the assessment is still traditional, namely by using a written formative test and not fully able to take advantage of technological developments. So there is a need for an innovative and effective assessment model so that it can provide measurable, valid and efficient results, one of which is using the Lynk.id platform. Based on the results, it can be concluded that science teacher’s perceptions of the Lynk-based minimum competency assessment instrument can measure aspects of student’ scientific literacy in solar system material.

Assessment of health literacy in patients with polycystic ovary syndrome and its relationship with health behaviours: a cross-sectional study

ObjectiveHealthy behaviours are important for people with polycystic ovary syndrome (PCOS). However, adopting and maintaining lifestyle changes involves a complex set of behavioural changes, which most patients fail to adhere...

Towards developing classroom assessment literacy: Exploring teachers’ approaches to assessment across cultures

Towards developing classroom assessment literacy: Exploring teachers’ approaches to assessment across cultures

Portuguese translation and validation of the questionnaires from the Canadian Physical Literacy Assessment-2: a pilot study.

Physical literacy assessment is considered a vital resource to decrease the prevalence of sedentary lifestyles and physical inactivity in children and adolescents worldwide. In Portugal, there is no physical literacy assessment tool for children under 15 years old. The main objective of this study was to carry out a translation and cultural adaptation of the Canadian Physical Literacy Assessment 2 (CAPL-2) into Portuguese, as well as to test its psychometric properties, in children between 8 and 12 years of age. The questionnaires included in the CAPL-2 were translated using the translation-back-translation method and adapted to their context. The test-retest reliability, internal consistency, and confirmatory factor analysis of the CAPL-2 Portuguese version were analyzed in a sample of 69 and 138 students, respectively, from a school in the Alentejo region (Portugal). The Portuguese version of the CAPL-2 questionnaires demonstrated high internal consistency (Cronbach's α: 0.713-0.979) and test-retest reliability ranging from moderate to nearly perfect in the motivation and confidence domain and knowledge and comprehension domain (ICC = 0.549-0.932). The results showed a good fit after adjusting for covariation paths (CMIN/DF = 1.382, p = 0.105, RMSEA = 0.053, CFI = 0.971, TLI = 0.955, NFI = 0.907). The CAPL-2 version of the questionnaires, translated and adapted to the Portuguese context, demonstrated validity and reliability, making them suitable for assessing physical literacy in children aged 8-12 years.

Assessing Language and Literacy of Students with Developmental Disabilities and Complex Communication Needs

Students with developmental disabilities and complex communication needs are impacted by assessments that may not show their ability or address their needs. Multiple modes of assessment presentation and response formats, augmentative and alternative communication approaches, and assistive technology may help students engage more equitably in literacy assessment activities. The Nonverbal Literacy Assessment (NVLA) is an example of a tool used to assess the language and literacy skills of students with disabilities in various formats. Augmentative and Alternative Communication (AAC), eye-gazing, and speech-generating device (SGD) technology are also used to make assessment more accessible to students with developmental disabilities and speech difficulties.

Financial Literacy as a Key to Entrepreneurship Education: A Multi-Case Study Exploring Diversity and Inclusion

This article presents the results of the financial literacy assessment of young Mexican students between the ages of 17 and 24 enrolled in public and private institutions in five Mexican cities. This study’s objective was to approach the financial knowledge, behaviors, and attitudes of young Mexicans through focus groups and questionnaires to identify their perceptions of complex thinking and its use for financial products and services. The most relevant findings suggest that (a) most of the young participants in the study use banking services through their parents, (b) there are significant gender differences in financial knowledge and behaviors, (c) critical thinking significantly and positively correlates with financial behaviors and attitudes, and (d) the level of critical thinking predicts financial behavior. There is a need to develop women’s critical thinking to discern between the financial behavior they socially imitate and their capabilities to become more involved in financial issues, thus decreasing the gender gap.

Assessment of health literacy and quality of life in women with urinary incontinence.

In studies conducted with different groups, the effects of health literacy on quality of life are evident; however, there is no study examining the effect of health literacy on quality of life in women with urinary incontinence. The research was carried out to determine the health literacy level of women with urinary incontinence complaints, evaluate their quality of life, and examine the relationship between the two. The research was carried out as a descriptive study and conducted with 142 women with urinary incontinence complaints in an education and research hospital in Turkey between October 14 and December 30, 2020. The data were collected using the Introductory Information Form, Turkey Health Literacy Scale-32, Incontinence Quality of Life Scale. The THLS-32 total mean score was 28.29 ± 8.68, the IQOL total mean score was 64.35 ± 15.33. It was determined that 41.5% of the women had insufficient, 35.9% had problematic-limited, 12% had adequate and 10.6% had excellent health literacy. A positive, medium-sized statistically significant correlation was found between the TSOY-32 score and the IQOL score (r = 0.436, p < 0.001). Urinary incontinence has significant effects on the quality of life. It is thought that the evaluation of health literacy may be beneficial in nursing approaches to improve the quality of life of women with urinary incontinence.

New Frontiers in Health Literacy: Using ChatGPT to Simplify Health Information for People in the Community

BackgroundMost health information does not meet the health literacy needs of our communities. Writing health information in plain language is time-consuming but the release of tools like ChatGPT may make it easier to produce reliable plain language health information.ObjectiveTo investigate the capacity for ChatGPT to produce plain language versions of health texts.DesignObservational study of 26 health texts from reputable websites.MethodsChatGPT was prompted to ‘rewrite the text for people with low literacy’. Researchers captured three revised versions of each original text.Main MeasuresObjective health literacy assessment, including Simple Measure of Gobbledygook (SMOG), proportion of the text that contains complex language (%), number of instances of passive voice and subjective ratings of key messages retained (%).Key ResultsOn average, original texts were written at grade 12.8 (SD = 2.2) and revised to grade 11.0 (SD = 1.2), p < 0.001. Original texts were on average 22.8% complex (SD = 7.5%) compared to 14.4% (SD = 5.6%) in revised texts, p < 0.001. Original texts had on average 4.7 instances (SD = 3.2) of passive text compared to 1.7 (SD = 1.2) in revised texts, p < 0.001. On average 80% of key messages were retained (SD = 15.0). The more complex original texts showed more improvements than less complex original texts. For example, when original texts were ≥ grade 13, revised versions improved by an average 3.3 grades (SD = 2.2), p < 0.001. Simpler original texts (< grade 11) improved by an average 0.5 grades (SD = 1.4), p < 0.001.ConclusionsThis study used multiple objective assessments of health literacy to demonstrate that ChatGPT can simplify health information while retaining most key messages. However, the revised texts typically did not meet health literacy targets for grade reading score, and improvements were marginal for texts that were already relatively simple.

Abstract 14050: Association of Health Literacy With Hospital Readmission and Mortality After Heart Transplantation

Background: Higher health literacy is associated with lower risk of hospitalization and mortality in patients with heart failure (HF). Health literacy assessment is recommended in patients undergoing heart transplant evaluation, yet few data report health literacy status or its associations with post-heart transplant outcomes. Objective: To characterize health literacy among heart transplant recipients and investigate its associations with post-transplant hospital readmissions and mortality. Methods: We retrospectively analyzed 513 patients (median age 57 years, 28% female, 27% Black) who underwent heart transplantation at Vanderbilt University Medical Center between 2015-2021. Health literacy was assessed using the validated 3-item Brief Health Literacy Screen (BHLS). Each item is on a 5-point Likert scale yielding a total score range of 3-15, with 15 indicating optimal health literacy. All cause readmissions post-transplant were ascertained from the electronic medical record (EMR). Vital status was determined through linkage with the Social Security death index or the EMR through March 2023. Ordinal logistic and Cox models adjusted for age at transplant, sex, race, body mass index, hypertension, dialysis at time of transplant, length of stay post-transplant, and wait list status at transplant were used to quantify associations between health literacy and readmissions or mortality, respectively. Results: The median BHLS score was 14 and 42% of patients had a score of 15. In the year following transplantation, 288 (56%) patients had 661 rehospitalizations. In the multivariable adjusted model, BHLS of 15 compared to any lower score associated with 29% lower odds of readmission (OR 0.71, 95% CI: 0.51, 0.99). Over a median 2.8 years (IQR 1.7, 4.9) follow-up, 90 individuals died. Health literacy was not associated with mortality (HR 1.10, 95% CI: 0.69, 1.73). Conclusions: At a high-volume heart transplant center, optimal health literacy was present in the minority of patients and associated with lower risk of post-transplant hospital readmissions, but neutral association with mortality. Screening for health literacy and providing transplant education that is clear and accessible at all literacy levels may improve post-transplant outcomes.

TOSLS Cognitive Instrument to Measure Students' Scientific Literacy Abilities

Objective: This research is for the development of the TOSLS scientific literacy assessment instrument to determine the scientific literacy abilities of undergraduate science education students. Scientific literacy skills need to be known as a form of evaluation in learning. Scientific literacy skills are one of the abilities students must have after graduating from college and facing the work environment. Method: The quantitative method used in this research uses a Rasch model approach from 29 Bachelor of Science Education program students. Indicators of item suitability with Rasch model analysis measure this quality. The questions consist of 9 multiple choice questions with a correct score of 1 and an incorrect score of 0. Data processing uses MS Excel and SPSS 25 software. Results: The results show that all fit items, according to Rasch analysis, can be maintained without revision and used as a question instrument to measure the level of science literacy ability science for students with moderate scientific literacy abilities. Novelty: The research contribution of this question instrument can be used as reference material for evaluating the lecture process in biophysics courses on fermentation topics based on the level of scientific literacy ability.