International Journal of Evaluation and Research in Education (IJERE) Vol. 11, No. 3, September 2022, pp. 1143~1153 ISSN: 2252-8822, DOI: 10.11591/ijere.v11i3.22300  1143 Journal homepage: http://ijere.iaescore.com A review of teachers’ assessment literacy proficiency measures Geng Juanjuan 1,2 , Nurahimah Mohd Yusoff 1 1 School of Education, Universiti Utara Malaysia, Sintok, Malaysia 2 School of Foreign Languages, Xianyang Normal University, Xianyang City, China Article Info ABSTRACT Article history: Received Jun 11, 2021 Revised May 29, 2022 Accepted Jun 30, 2022 At present, there are several literature reviews on teachers’ assessment literacy (AL). However, little attention has been paid to a systematic analysis of AL measures. The review on AL measures helps to evaluate the available tools and provide recommendations for developing AL measures in further exploration. Hence, the purpose of the current literature review is to focus on analyzing the measures of teachers’ AL proficiency from 1991 to 2020. Across the contexts, 28 quantitative tools made up of questionnaires or tests were collected. Among them, 10 were designed to investigate overall AL proficiency and 18 were constructed to examine the sub-categories of AL proficiency among teachers. Each instrument was analyzed from the format, guiding framework, item characteristics, targeting population, and psychometric quality. Results showed that the current AL measures were derived more from instrumental than social-cultural conceptualization, examined more on sub-categories than the overall proficiency level, targeted more at in-service teachers than pre-service teachers, and focused more on elementary and middle education than pre- or higher education. Further studies are welcomed from four aspects: construct social-culturally, test generalizability, target at specific groups, and cover various types of AL. Keywords: Assessment literacy Conceptualization Literature review Measures This is an open access article under the CC BY-SA license. Corresponding Author: Geng Juanjuan Department of Foreign Languages, Xianyang Normal University Wenlin Road, Weicheng District, Xianyang City, Shaanxi Province, China Email: mylovegjj123@gmail.com 1. INTRODUCTION Assessment literacy (AL) is a crucial element of teachers’ professional development [1], [2] and it is necessary for teachers to have an adequate level in AL to realize the full potential of assessment in the teaching and learning process [3]–[6]. Regrettably, the existing studies suggest that teachers’ AL is insufficient to meet the assessment requirements advocated in assessment policies or standards, even the excellent teachers feel challenged to prepare assessment [7]–[9]. The prerequisite to further improvement in AL is the accurate measure of teachers’ current AL prof iciency level to understand their performance in each dimension in AL. The existing literature reviews mainly focus on reviewing all the studies conducted around the theme of AL [10], [11]. However, only a very few reviews confine the scope to teachers’ AL measures. Previous researchers [12] analyzed eight prominent AL measures constructed after 1990 and 15 assessment standards. After the thematic analysis and close examination, they found that AL measures were less responsive to the updated assessment standards and were still framed in the early conceptualization of AL. Gotch and French [13] were merely interested in the psychometric evidence by collecting 36 measures in various formats of questionnaires, objective tests of AL, and rubrics. After their systematic analysis of the psychometric evidence, the results indicated that psychometric work in supporting AL measures was weak.