Teacher assessment literacy
A systematic review and meta-analysis across the ALI, CALI, and TALQ instruments
DOI:
https://doi.org/10.32674/8hxymt77Keywords:
assessment literacy, ALI, CALI, TALQ, investigating teachers’ assessment literacy levelAbstract
Teacher assessment literacy has received increasing attention, yet evidence remains fragmented across studies. This systematic review and meta-analysis synthesized 18 studies comprising 21 independent samples using the ALI, CALI, and TALQ instruments. The pooled mean score was 16.48 (95% CI [14.86, 18.10]) on a 35-point scale, indicating low assessment literacy, with substantial between-study heterogeneity (I² = 99.21%). Publication year, geographical region, instrument type, teacher status, teaching level, and subject specialization were not significant moderators. This review provides the first quantitative benchmark of teacher assessment literacy across the ALI, CALI, and TALQ instruments and highlights the need to strengthen assessment literacy through pre-service education, continuous professional development, and context-responsive educational policies.
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