Mapping the Epistemological Dimensions of Educators' Assessment Literacy
Keywords:
Assessment literacy, epistemology, teacher beliefs, formative assessment, qualitative research, educational assessment, Tehran educatorsAbstract
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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