A Systematic Review of the International Assessment Literacy Measures in Higher Education (2013–2023)

Beyza Aksu Dunya, Mehmet Can Demir, & Stefanie Wind   |    Volume 20 Issue 1  |   

This paper aims to synthesize measures of assessment literacy in higher education by forging a connection between two research domains: educational assessment and psychometrics. It begins with a systematic review of assessment literacy measures within the context of higher education published within the last ten years. AL measures, including tests of assessment literacy, self-report measures such as inventories, surveys, and rubrics in assessment literacy studies, were reviewed. Psychometric properties of the measures were evaluated against standards related to validity and reliability. Across a number of 11 measures reviewed, we found that while the reviewed studies demonstrated strong adherence to rigorous validation processes, the psychometric evidence presented for the available measures is neither complete nor up to date, concerning researchers’ and educators’ needs in terms of assessment. Nearly all measures were grounded in substantial literature reviews and expert evaluations, with five measures providing detailed content validity evidence and several studies reporting good fit indices for internal structure analyses. Reliability evidence was generally robust, with most Cronbach’s Alpha coefficients ranging between .79 and .94, and high reliability indices reported in Rasch measurement theory studies. Despite these strengths, the identified gaps highlight the need for establishing psychometrically sound, comprehensive, and up-to-date assessment literacy measures. The paper concludes by discussing the development of enhanced assessment literacy measures that are adaptive to the changing landscape of assessment, and their implications for policy and practice in higher education.

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