Assessment Literacy : A Systematic Literature Review& Research Agenda

Abstract

Assessment literacy is characterised as teachers ability to recognise and understand clearlythe fundamental concepts ofassessments, while being able to conduct the testing, scoring andanalysingprocesses, followed by the interpretation of assessment findings and follow-up actions, inreporting the overall level of student achievement, done continuously over a period of time, aimed to obtain feedbacks to be used to generate good performance amongstudents.This article is written to identify the development of previous studies related to assessment literacy with co-citation analysis. The key purposes of this analysis are (1) to classify the key sources and classes they form (i.e. clusters), and (2) to elaborate on the 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 on assessment literacy studies related to the 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.