Beyond Marks: The transformative power of Assessment Literacy in Teaching Practice

LUIS ALMEIDA

Abstract

This theoretical article examines the concept of assessment literacy and its critical role in enhancing teaching practices and student learning outcomes. The study analyses three key dimensions: (1) the theoretical foundations of assessment literacy, (2) its impact on improving educational processes, and (3) current challenges and future directions for developing this essential teacher competency. The analysis reveals that assessment literacy extends far beyond test administration, encompassing a deep understanding of assessment purposes, curriculum alignment, diverse evaluation methods, and data-informed instructional decisions. Research demonstrates that teachers with strong assessment literacy skills are better equipped to implement effective formative assessment, provide meaningful feedback, and promote educational equity. However, significant gaps remain in teacher preparation programs and school assessment practices. To address these challenges, the article proposes comprehensive strategies including enhanced teacher education programs, collaborative professional development initiatives, and systemic support for innovative assessment approaches. The findings underscore that advancing assessment literacy represents not merely a technical requirement but a transformative force for creating more responsive, equitable, and effective educational systems.

Keywords

Assessment literacy, learning assessment, teacher education, assessment practices, formative assessment, educational equity, teaching strategies

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References

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DOI: https://doi.org/10.26220/mje.5539

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