Document Type : research paper
Authors
1
1. Assistant Professor, Department of Educational Management, Farhangian University, Tehran, Iran.
2
Associate Professo, Department of Educational Administration and planning, Faculty of education and psychology, Alzahra University, Tehran, Iran
3
MA student, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran.
10.48310/tpd.2026.17611.1778
Abstract
Background and Objective: Assessment literacy (AL), encompassing conceptual, applied, and socio-emotional dimensions, is crucial for teachers to conduct effective classroom assessments and make evidence-based educational decisions. Accordingly, this study aimed to develop a comprehensive model of teachers' AL tailored to contemporary educational contexts. Method: This applied study employed a sequential mixed-methods design. In the qualitative phase, initial indicators were extracted through a systematic literature review, and in the quantitative phase, a three-round Delphi method was conducted with 31 purposively selected educational evaluation experts from Farhangian University across seven provinces in Iran, including Tehran, Zanjan, Sanandaj, Khuzestan, Mashhad, Isfahan, and Kerman. The data collection instrument was a researcher-made Delphi questionnaire. Data were analyzed using Statistical Package for the Social Sciences (SPSS) and Kendall's coefficient of concordance to measure expert consensus. Findings: The qualitative phase identified sub-indices for three main components, which were refined through the Delphi process. The finalized model achieved high expert consensus and comprises three main components, including conceptual, applied, and socio-emotional knowledge, nine sub-indices, and 33 operational indicators. Conclusions: The findings highlight the need to systematically integrate the conceptual, practical, and socio-emotional dimensions of AL into both pre-service and in-service teacher education programs. This comprehensive framework provides a robust foundation for the professional redefinition of teachers' roles in contemporary education systems, highlighting the significance of practical application of AL in both pre-service and in-service training.
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