Assessment and Practice in Educational Sciences 3092-717X 2 Serial Number 5 2024 01 01 Mapping the Epistemological Dimensions of Educators' Assessment Literacy Mapping the Epistemological Dimensions of Educators' Assessment Literacy 1 9 EN Journal Article 2023 11 14 This study aimed to explore the epistemological dimensions of educators' assessment literacy by  investigating how teachers conceptualize knowledge, authority, and purpose in the context of assessment  practices. A qualitative research design was employed using semi-structured interviews with 21  educators from Tehran, selected through purposive sampling to ensure disciplinary diversity. Data  collection continued until theoretical saturation was reached. All interviews were transcribed verbatim  and analyzed thematically using NVivo software. The analysis process involved open coding, axial  coding, and the development of categories to identify the underlying epistemological orientations within  participants’ assessment practices. Three major themes emerged: (1) conceptions of knowledge in  assessment, (2) sources of epistemological authority, and (3) the epistemic purpose of assessment.  Participants demonstrated a range of epistemological beliefs, often blending objectivist and  constructivist assumptions. While some emphasized standardization and objectivity, others valued  context-sensitive, inquiry-based assessment approaches. Sources of authority included formal  pedagogical training, institutional norms, disciplinary traditions, and personal experience. Teachers also  varied in their views on assessment purpose, with orientations ranging from summative judgment to  formative feedback and reflective practice. Tensions between policy demands and personal beliefs were  frequently noted, highlighting the complex interplay of systemic and individual factors. The findings  suggest that assessment literacy is deeply shaped by educators’ epistemological beliefs, which in turn  are influenced by disciplinary, institutional, and experiential contexts. A reconceptualization of  assessment literacy as an epistemic practice—rather than a purely technical one—is necessary.  Professional development programs should incorporate epistemological reflection to support more  coherent and critically informed assessment practices.

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