Teachers as Assessors: Exploring the Socio-Emotional Dimension of Teacher Assessment Literacy
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Teacher Education".
Deadline for manuscript submissions: 31 January 2026 | Viewed by 1556
Special Issue Editor
Special Issue Information
Dear Colleagues,
Educational systems across the world, over the last few years, have recognized the importance of preparing teachers for assessment practice. This interest has become particularly evident in the debate on the notion of teacher assessment literacy and, consequently, on the modalities through which pre- and in-service teachers can be helped to understand how to effectively implement assessment in the classroom.
The scrutiny of what teachers should know and be able to do with assessment has led to several detailed conceptualizations of this professional domain (DeLuca et al., 2016; Popham, 2018; Pastore & Andrade, 2019; Xu & Brown, 2016).
Current conceptualizations of assessment literacy consider the relevance of teachers’ identities as assessors and stress the importance of teachers’ emotions, conceptions, and values (DeLuca et al., 2023; Looney et al., 2018; Pastore, 2023; Xu & Brown, 2016). From a socio-cultural perspective (Willis et al., 2013), these aspects that shape assessment practice and teacher assessor identity are identified as fundamental in understanding how teachers transfer what they have learned into the classroom (Adie et al., 2020; Looney et al., 2018).
The aim of this Special Issue is to extend our knowledge about the socio-emotional dimension of teacher assessment literacy and the development of teacher identity as assessors.
Studies, both conceptual and empirical, from a range of contexts, perspectives, and methodological approaches are welcome.
Research topics may include the following:
- Emotions and teacher assessment experience;
- Social and relational variables in teachers’ sense-making of assessment;
- Physical, emotional, and socio-material influences in classroom assessment practice;
- Teachers’ conceptions and background in developing assessment literacy;
- Teacher assessment practice and issues of trust, responsibility, and power;
- Teacher identity as assessor and ethical aspects.
We look forward to receiving your contributions.
Dr. Serafina Pastore
Guest Editor
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Keywords
- teacher assessment literacy
- socio-emotional aspects of assessment
- assessment identity
- teachers’ assessment practice
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