Digital Assessment Literacy and Teacher Identity in Technology-Mediated Language Education
DOI:
https://doi.org/10.54855/ijte.26647Keywords:
digital assessment literacy; teacher identity; technology-mediated assessment; teacher professional developmentAbstract
The demands of technology have not only altered how we teach and how we assess but have also increased the need for digital assessment literacy. Digital assessment literacy enables instructors not only to choose and design digital assessments but also to evaluate their pedagogical and ethical implications. Although previous research has examined assessment literacy, teacher identity, and agency, their relationships in technology-mediated language assessment warrant further conceptual integration. This review attempts to synthesize existing literature around digital assessment literacy, teacher identity, and technology in language teaching. Drawing on targeted literature searches and comparative conceptual synthesis, the article proposes the Digital Assessment Identity Framework, comprising digital assessment competence, critical-ethical judgment, and professional identity agency. It positions situated assessment decisions as a link between these dimensions and the enactment and negotiation of professional identity, offering a basis for further research and teacher professional development.
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