Classroom Assessment Literacy: Exploring Teachers’ Knowledge and Skills for Assessment

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: 30 May 2024 | Viewed by 672

Special Issue Editors

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Guest Editor
Hunter College, City University of New York, New York, NY, USA
Interests: validity in classroom assessment; classroom assessment in support of self-regulated learning; cognitive processes during test performance; teacher beliefs about grading

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Guest Editor
Department of Kinesiology and Educational Psychology, Washington State University, Pullman, WA, USA
Interests: teacher assessment literacy; communication of assessment results; validity in assessment

Special Issue Information

Dear Colleagues,

Classroom assessment (CA) comprises an array of informal and formal practices that teachers use to obtain, analyze, interpret, and communicate information about student performance to support goal-oriented learning, make instructional decisions, and evaluate classroom achievement.

There is a strong—though by no means exhaustive—body of research on how high-quality CA practices such as feedback and self-assessment can support learning processes, as well as on teacher grading. However, there is still much unexplored territory which needs to be elucidated in order to be able to implement high-quality CA practices—to be “assessment literate”. The need for research on assessment literacy is especially pressing as technological advances, attention to social–emotional learning, and renewed concern for fairness change the nature of what is assessed in contemporary classrooms, and also how this is assessed.

This Special Issue aims to extend the knowledge base about what it means for teachers to be CA literate. The scope of appropriate types of research includes experimental, quasi-experimental, and correlational research; case studies, content analyses, and other types of qualitative research; measurement studies; and conceptual work.

Research topics may include (but are not limited to) the following:

  • Teacher knowledge and skills for CA in general, or specific CA practices, e.g.:
    • Task design;
    • Work interpretation;
    • Feedback;
    • Communication;
    • Grading;
    • Using assessment technology.
  • Professional development to improve CA literacy;
  • Teaching for CA literacy;
  • CA literacy in specific domains, e.g., math, writing;
  • Cognitive and non-cognitive correlates of CA literacy;
  • Measurement of CA literacy;
  • Conceptual analyses of CA literacy.


Prof. Sarah M. Bonner
Dr. Chad M. Gotch
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.


  • assessment literacy
  • classroom assessment
  • assessment competencies
  • formative assessment skills
  • grading practices
  • teacher education
  • preservice teacher education

Published Papers

This special issue is now open for submission.
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