Research Focusing on Assessment Literacy: A Systematic Literature Review

Abstract

Assessment literacy relates to teacher's ability to know and clearly understand the purpose, measurement, evaluation and use of assessment to report the overall level of student achievement in a particular subject or time period, reflect and take continuous follow-up action to improve instructional, student’s capability and achievement in learning. The purpose of this paper is to use co-citation analysis to detect the evolution of prior research linked to assessment literacy by identify the major sources and the classes they create (i.e. clusters) and reviews the significance of the aspects commonly mentioned by the authors in studies. The Scopus search engine was used to find the papers that were reviewed. All collected data were examined using the VOSviewer software to provide bibliometric results. The review's primary focus is on assessment literacy research that is associated to discussion in educational activities. Finally, the data show that co-occurrence of keywords in documents and co-authorship by author indicate seven and six clusters, respectively. Six primary categories of co-authorship, as follows: (1) Changes to the education assessment system, as well as prospective teacher's trust in its implementation, (2) The requirement for assessment concepts, (3) Literacy and data interpretation from teachers, (4) Assessing literacy and global needs, (5) Factors affecting teacher assessment, and (6) Methods for enhancing teachers' assessment literacy in learning. This paper analysis aims to provide a more thorough knowledge of the evolution of research topics, scientific practice and trends in new and interesting fields of study.

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“…Assessment literacy empowers teachers to pinpoint their instructional needs by being able to evaluate and use student achievement data (Khalid et al, 2021). Unfortunately, in the case of basic education teachers in the Philippines, their assessment literacy has been reported to be below the baseline level, which consists of acknowledging and responding to student progress, adjusting teaching strategies, and providing feedback to address gaps between the intended lesson and student responses (Cagasan et al, 2016).…”