assessment-literacy
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- PaperApplied Linguistics24 Jul 2026
INTRODUCING SECOND LANGUAGE ASSESSMENT
Lin Shi, Lianzhen He
This work provides an introductory overview of key concepts and practices in second language assessment, covering test design, validity, and reliability for language teachers and researchers.
- PaperDOAJ — Language assessment1 Jul 2026
The Design of Language Testing and Evaluation Materials for the English Department
Irra Wahidiyati, Windhariyati Dyah K, Ghaida Thifal
A needs analysis of English department students and lecturers at UIN Purwokerto revealed gaps in language testing and evaluation materials. The study designed a 9-chapter textbook covering assessment principles, test construction, and rubric development for listening, speaking, reading, writing, grammar, and vocabulary. The integrated resource aims to enhance Language Assessment Literacy among pre-service teachers.
Original abstract
Background - The students of Tadris Bahasa Inggris need explicit material about assessments and tests. They need the material to develop listening and speaking skills. Next, the TBI students must master the creation of writing and reading test items. In addition to creating writing and reading test items. Urgency of Research – The needs analysis shows that students’ needs regarding the Language Testing and Evaluation subjects in the English Department of UIN Prof. K. H. Saifuddin Zuhri Purwokerto. They need information on how to create assessment rubrics for them. The learning materials used are compiled to meet the students' needs. Research Objectives – This study conducts a needs analysis of students' needs regarding the Language Testing and Evaluation subject and designs new material for it. Research Method - A mixed method was used to answer the research questions. The researcher analyzed the institution's problems and assessed whether students' needs aligned with the syllabus or lesson plan. The information sources were 100 students and 2 lecturers. Research Findings – The draft of the material consists of 7 chapters. Chapter 1 discusses assessment concepts and issues. Chapter 2 discusses the principles of language assessment. Chapter 3 discusses the design of classroom language tests and standardized testing. Chapter 5 discussed the assessment of listening, including intensive, responsive, selective, and extensive listening. Chapter 6 discusses assessing speaking, including imitative, intensive, responsive, interactive, and extensive speaking. Chapter 7 discusses the assessment of reading, including perceptive, selective, interactive, and extensive reading. Chapter 8 discusses assessing writing, including imitative, intensive, responsive, and extensive. Chapter 9 discusses the assessment of grammar and vocabulary. The last chapter discusses the grading and evaluation process. Research Conclusion & Novelty - The materials integrate assessment theory, test construction, and rubric development for all language skills into a single contextualized resource designed to promote Language Assessment Literacy.
- PaperAssessment & Evaluation in Higher Education4 Jun 2026
University instructors’ contemporary assessment literacy: development and validation of a questionnaire
Goudarz Alibakhshi
A questionnaire was developed and validated to measure university instructors' contemporary assessment literacy, covering nine dimensions including learning-oriented assessment, feedback, learner involvement, ethics, digital literacy, AI-responsive assessment, inclusive assessment, consequential validity, and learning analytics. The 35-item instrument showed satisfactory psychometric properties based on data from 462 Iranian university instructors.
Original abstract
Assessment literacy has become a key professional competence in higher education, where instructors are expected to design learning-oriented, ethical, inclusive, digitally mediated and evidence-informed assessment practices. However, existing measures do not fully capture contemporary demands related to feedback, learner involvement, artificial intelligence, learning analytics, accessibility and assessment consequences. This study developed and validated a questionnaire measuring university instructors’ contemporary assessment literacy. Using a multiphase, mixed-methods instrument development design, the study was conducted in two sequential phases. In Phase 1, a preliminary 39-item pool was reviewed by 22 assessment experts from three universities in Tehran. Expert ratings supported item relevance, clarity, representativeness and essentiality, and 12 items were revised. In Phase 2, the revised questionnaire was administered to 670 university instructors from four Tehran universities; 462 usable responses were returned. Exploratory factor analysis supported a nine-factor solution explaining 66.66% of the variance. The retained dimensions were learning-oriented assessment literacy, feedback literacy, learner involvement, fairness and ethics, digital assessment literacy, AI-responsive assessment literacy, inclusive and accessible assessment literacy, consequential validity and washback literacy, and assessment data and learning analytics literacy. Confirmatory factor analysis supported the final 35-item model, with satisfactory reliability, convergent validity, discriminant validity and model fit.
- PaperAssessment & Evaluation in Higher Education29 May 2026
Between delegation and responsibility: an exploratory case study of graduate educators’ conceptualizations of AI-supported assessment using the AI assessment scale
Armağan Ateşkan
Graduate educators conceptualize AI-supported assessment not as technical classification but as ethical boundary-setting about delegating evaluative responsibility. Constructive alignment was strongest when AI was embedded in design, yet designing without AI tools increased awareness of AI dependence and confidence in unassisted design, suggesting AI assessment literacy may require experiential constraint.
Original abstract
This study investigates how graduate educators conceptualize and apply the AI Assessment Scale (AIAS) within their assessment design practice. Drawing on an exploratory qualitative case study design, the study analyzed eight AI-integrated lesson plans produced by in-service teachers in a technology elective course, supplemented by semi-structured interviews with four participants. Findings suggest that AIAS level selection is experienced not as a technical classification but as an ethical boundary-setting practice, a judgment about delegating evaluative responsibility between human and AI agents. Participants demonstrated variably developed AI assessment literacy: procedural ethics (integrity, authorship) and experiential ethics (learner agency) were more fully articulated than structural ethics (algorithmic bias, data governance). Constructive alignment was strongest when AI was constitutively embedded in the design; conversely, AI integration could shift assessment criteria from content-driven toward procedurally driven evaluation, a drift originating at the design-imagining stage before any tool was deployed. Notably, designing without AI tools heightened participants’ awareness of habitual AI dependence and, in several cases, increased confidence in unassisted design, suggesting that AI assessment literacy may require experiential constraint as well as conceptual instruction. Implications are discussed for teacher education, AIAS professional development, and AI assessment literacy.