F. Correia, Catarina;
(2025)
Assessment Literacy and Critical Conciousness.
Oxford Review of Education
10.1080/03054985.2025.2533238.
(In press).
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Abstract
This article explores the potential of critical consciousness to transform teachers’ and students’ relationship with educational assessment. Assessment is used as a technology for regulation and control in education. Educational assessment embodies two different and potentially contradictory discourses in the classroom: one where all students are capable learners with potential to develop and grow; and another where some students become winners and losers in a context of limited resources. These discourses are also shaped by social constructions of class, gender, and race, and place significant oppressive pressures on students and teachers. Current conceptions of teacher assessment literacy do not sufficiently prepare teachers to navigate these oppressive pressures and contradictions, and to challenge and resist policies and practices that shape these. The concept of critical consciousness can be used to support the development of greater critical engagement and of teacher activism, in relation to assessment. In this context, the responsibility for change in assessment policies and practices can be organised and distributed between the individual and the collective.
| Type: | Article |
|---|---|
| Title: | Assessment Literacy and Critical Conciousness |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/03054985.2025.2533238 |
| Publisher version: | https://doi.org/10.1080/03054985.2025.2533238 |
| Language: | English |
| Additional information: | © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent. |
| Keywords: | Educational assessment, assessment literacy, critical consciousness, teacher education, critical pedagogy |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10210503 |
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