Teachers’ conceptions of assessment literacy; a survey study

Research output: Contribution to conferenceAbstractAcademic


Assessment literacy (AL) is increasingly understood as a dynamic context-dependent social practice, instead of just knowledge and skills to construct high-quality tests. Teachers’ conceptions of assessment literacy influence the enactment of AL in practice. To further substantiate the definition of AL, we examined teachers’ conceptions of assessment literacy in a large-scale survey study. Seven interrelated aspects of assessment literacy, identified in a previous explorative study, were used as the foundation of the survey. The research questions were: (1) what are HPE-teachers’ conceptions of AL, and (2) what AL-profiles emerge in relation to contextual factors and teacher characteristics? The survey will be distributed in March 2022 to all higher professional educational teachers of 36 Dutch universities of applied sciences. Preliminary results will be presented and discussed at the conference
Original languageEnglish
Publication statusPublished - 19 Aug 2022
EventEARLI SIG 14 bi-annual conference: Learning and Professional Development - University of Paderborn, Paderborn, Germany
Duration: 17 Aug 202219 Aug 2022


ConferenceEARLI SIG 14 bi-annual conference
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