A FRAMEWORK FOR EXAMINING DIGITAL ASSESSMENT LITERACY OF LANGUAGE TEACHERS: THE EXPERTS’ FEEDBACK

Abstract

Assessment has long been acknowledged as a crucial part of teaching practices, which serves multiple purposes including providing feedback and enhancing learners’ performance (Brown, 2004).  In the current era of technology and artificial intelligence (AI), teachers have employed a wide range of online assessment platforms and tools to deliver tests, maintain interaction, and provide feedback to students. In this context, teachers’ language assessment literacy increasingly encompasses digital assessment literacy. Meanwhile, the term “digital assessment literacy” has not been clearly and consistently defined. In the existing literature, “digital assessment literacy” is often separated into “assessment literacy” and “digital literacy” or is defined through a simple or mechanical combination of these two literacies. This study proposes a conceptual framework for examining the digital assessment literacy (DAL) of language teachers and conducts an exploratory content validation through expert consultation. The framework is constructed on the basis of related models of assessment literacy and digital literacy (Davies, 2008; Fulcher, 2012; Pill & Harding, 2013; Taylor, 2013; UNESCO, 2018). Experts in the field of education, including those specialized in assessment and technology, were invited to provide feedback on the proposed framework, specifically its components and sub-components. Feedback on the plausibility and content relevance of the framework as well as other specific comments relating to necessary additions, omissions, or revisions were taken into consideration. The refined framework may serve as a conceptual foundation for further research on stakeholders’ perceptions of language teachers’ digital assessment literacy and its impact on teaching and assessment practices.