A review of teachers’ assessment literacy proficiency measures

geng juanjuan, Nurahimah Mohd Yusoff


At present, there are several literature reviews on teachers’ assessment literacy (AL). However, little attention has been paid to a systematic analysis of AL measures. Hence, the purpose of the current literature review is to focus on analyzing the measures of teachers’ AL proficiency from 1991 to 2021. Across the contexts, 28 quantitative tools (i.e., questionnaires and tests) are collected. Among them, 10 are designed to investigate overall AL proficiency and 18 are constructed to examine the sub-categories of AL proficiency among teachers. Each instrument is analyzed from format, guiding framework, item characteristics, targeting population, and psychometric quality. Results show that the current AL measures derive more from instrumental than social-cultural conceptualization, examine more on sub-categories than the overall proficiency level, target more at in-service teachers than pre-service teachers, and focus more on elementary and middle education than pre- or higher education. Recommendations for further studies are also proposed to orient the subsequent efforts in AL measure development.


assessment literacy; measures; conceptualization; literature review


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DOI: http://doi.org/10.11591/ijere.v11i3.22300


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