What the study found
Preservice teachers’ assessment literacy develops as a dynamic process shaped by personal, contextual, and external factors. The review also found that researchers have commonly used tests and questionnaires based on assessment standards, guidelines, or contextual curricula.
Why the authors say this matters
The authors say assessment literacy is important for teaching, learning, and accountability, and the findings indicate a need for context-sensitive methods in teacher education and research in educational assessment. The study also suggests increasing integration of information and communication technology knowledge in this area.
What the researchers tested
The researchers conducted a systematic review of 39 empirical studies, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol. They examined how preservice teachers’ assessment literacy has been operationalized and conceptualized in empirical studies.
What worked and what didn't
The review reports that assessment literacy approaches have shifted from testing toward self-reported and scenario-based tools. It also proposes a conceptual framework that includes personal factors such as beliefs, efficacy, and prior experience; contextual factors such as training opportunities and institutional culture; and external factors such as supervising agencies and policy.
What to keep in mind
The abstract does not describe detailed limitations beyond the scope of the review itself. The findings are based on 39 empirical studies, so the review reflects the studies available to the authors.
Key points
- The review examined 39 empirical studies on preservice teachers’ assessment literacy.
- Researchers often used tests and questionnaires based on standards, guidelines, or curricula.
- Assessment literacy was described as a dynamic process shaped by personal, contextual, and external factors.
- The authors note a shift from testing toward self-reported and scenario-based tools.
- The abstract says context-sensitive methods and ICT knowledge are increasingly relevant.
Disclosure
- Research title:
- Assessment literacy in preservice teachers is shaped by multiple factors
- Authors:
- P.S. Hull, Tibor Vígh
- Institutions:
- University of Szeged
- Publication date:
- 2026-03-30
- OpenAlex record:
- View
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