Exploring student assessment literacy: how undergraduate students actualise and transform their assessment strategies

Authors

DOI:

https://doi.org/10.47408/jldhe.vi39.1798

Keywords:

student assessment literacy, student autonomy, self-regulation, feedback literacy

Abstract

Research on student assessment literacy (SAL) has explored several points of interest, from broad conceptualisations of what SAL entails to developing SAL interventions and evaluating the overall benefits of SAL.  There has been limited SAL research, however, from the student perspective, and how SAL actualises and transforms throughout the student lifecycle.   Through the narratives of 22 final year undergraduate students in northern England, the present study explored SAL by focusing on student strategies in completing written coursework assessments. The context of coursework assessment provided insight into assessment practices during the interval from the issuing of the assessment to submission, and the increasing stakes of university assessments from first to final year. Assessment strategies undertaken to complete coursework showcased how students perceive best practice in relation to (1) coursework preparation, (2) engaging with support and (3) engaging with feedback. Findings highlight the need to centre student identity in relation to SAL actualisation and transformation, given that participants negotiated various stakes involved in university assessments, in relation to their unique learner identities.   Some participants exhibited minimal SAL transformation but high levels of actualisation, while others transform in relation to high-stakes assessment and are selective in the degree of actualisation. All methods of SAL actualisation and transformation stem in part from students’ pre-university experiences.

Author Biographies

Mohammed Bilal Nazir, Leeds Beckett University

Mohammed Bilal Nazir is a Lecturer in Education at Leeds Beckett University (LBU), School of Education, specialising in the study of race and education, with a particular focus on tertiary education. Before his role at LBU he was a Lecturer in Lifelong Learning at the University of Huddersfield, where he also received his PhD exploring curricula and their impact on the ethnic awarding gap. Bilal’s work addresses key challenges faced by students from underrepresented communities as they negotiate culture, education, and belonging.

Kate Johnson, Leeds Beckett University

Kate Johnson is a Lecturer in Education at Leeds Becket University, School of Education. Her doctoral research focuses on motor competence and movement development, examining their relationship with educational attainment. She has professional teaching experience across Early Years, Primary, and Secondary educational contexts. Kate’s pedagogical practice is informed by collaborative and inclusive principles, with a commitment to ensuring student voice and providing flexible learning and assessment approaches that accommodate diverse learner needs.

John Greenhalgh, Leeds Beckett University

 John Greenhalgh is a Senior Lecturer and Partnership Lead at Leeds Beckett University, School of Education, nurturing strategic partnerships with a range of schools and trusts in the Yorkshire area. He is an A-level Lead Examiner and Lead Assessment writer, developing specifications and training new examiners and teachers. He has over 23 years’ experience in education, having taught and been Head of Department in both the state and private education sectors. John is currently undertaking his PHD exploring the broad impact of assessment design. 

Louise Aston, Leeds Beckett University

Louise Aston is an Early Years and Childhood specialist based at Leeds Beckett University, School of Education. She lectures and supervises across undergraduate and postgraduate programmes within interdisciplinary studies. Her work focuses on play, enquiry, and high-quality early years provision. She has a particular interest in inclusive education for children with additional needs and is currently undertaking doctoral research in SEND. Louise draws on extensive professional experience across the early years and primary phases, supporting students’ development of professional practice in developing partnerships with children and families.

Nici Pedley, Leeds Beckett University

Nici Pedley is a Senior Lecturer in Physical Education at Leeds Beckett University, School of Education. Nici's research interests include social justice and inclusive education with a particular focus on barriers to participation in Physical Education. She is currently involved in research on curriculum design and concept mapping in Primary and Secondary PE. Nici is also a lead mentor and trains other lead mentors in supporting trainee teachers.

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Published

27-03-2026

How to Cite

Nazir, M. B., Johnson, K., Greenhalgh, J., Aston, L., & Pedley, N. (2026). Exploring student assessment literacy: how undergraduate students actualise and transform their assessment strategies. Journal of Learning Development in Higher Education, (39). https://doi.org/10.47408/jldhe.vi39.1798

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No. 39 (2026)

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