Assessment literacy : A systematic literature review & research agenda

Abstract

Assessment literacy is characterisedasteachers ability to recogniseand understand clearlythe fundamentalconcepts ofassessments, while beingable to conduct the testing, scoring andanalysingprocesses, followed by the interpretation of assessment findings and follow-up actions, inreportingthe overall level of student achievement, done continuouslyover a period of time, aimedto obtain feedbackstobe used to generate good performanceamongstudents.This article is written to identify the development of previous studies related to assessment literacy with co-citation analysis. The key purposesof this analysisare (1) to classify the key sources and classesthey form(i.e. clusters), and (2) to elaborate onthe relevance of the topics frequently discussed by the authors in studies related to assessment literacy. The articles reviewed were identified using the Scopus search engine. The data obtained were analyzed using VOSviewer software to produce bibliometric analysis. This systematic literature review focuses onassessment literacy studies related tothe discussion of educational activities. The results can be categorized into six main groups namely (1) Changes in the education assessment system and the confidence of prospective teachers in implementing it, (2) The need for assessment concepts, (3) Literacy & interpretation of teacher data, (4) Assessment literacy and international needs, (5) Factors influencing teacher assessment, and (6) Methods of improving teacher assessment literacy in learning. This article analysis attempts to lead to a more comprehensive understanding of research topic growth, scientific practice, and trends in new and exciting fields of study.