What is students’ assessment literacy at universities in Sweden?

For exercise of ‘student influence’ in internal quality assurance

Abstract

　 This article aims to examine the assessment literacy of student engagement in internal quality assurance at universities in Sweden and to derive suggestions on what kind of assessment literacy students would be able to acquire when they engage in internal quality assurance at universities in Japan.　
　 Internationally, internal quality assurance at universities requires students to engage in educational evaluation. As subjects of their education, students are considered to have important roles in improving their learning outcomes and education programs at universities.　
　 Sweden has a long history of student engagement, and laws legally stipulate the role of student engagement. Taking Sweden as a case study, it would be possible to clarify what is required as assessment literacy for student representatives who are engaged in the internal quality assurance of universities. The role of student representatives as an influence on the quality assurance of university education is extremely important, and the assessment literacy of student representatives is developed by the government, universities, and students’ unions in Sweden. Higher Education Law refers to student engagement as “student influence” on improving education. Universities must provide students with opportunities to be engaged in internal quality assurance. Students have the right to be engaged in educational evaluation through program evaluation in an indirect way and to participate in internal committees as student representatives in a direct way. The article focuses on what is described as assessment literacy of student representatives in internal documents at universities.　
　 As a result of the case studies of three universities (Uppsala University, Stockholm University, and Göteborg University), the following are required as assessment literacy; knowledge of higher education and skills related to ‘discussion’, ‘preparation’, ‘reflection’, ‘assertiveness’ and ‘proactivity’.　
　 In Japan, it is also essential for the development of assessment literacy that students engaging in internal quality assurance reflect on their own learning outcomes, examine if educational content contributes to acquiring their learning outcomes, and try to give constructive opinions for improving education.