As a result, analysis of the textbooks revealed

The gap

Evidence profile

Stated in the recommendations and future work and abstract and limitations sections of the source papers, classified as general, drawn from work published between 1967 and 2026, spanning 8 journals. Those papers have been cited 2 times in total.

Supporting evidence — 8 representative gaps

• Examining the indicative validity of school-based continuous assessment in final mathematics examination performance in Bulawayo metropolitan (2026) · Advanced Research Journal · doi

  The study therefore recommends that teachers strengthen moderation practices to improve consistency and reduce score manipulation. To achieve this, regular multi-level moderation, including peer moderation, should be implemented within departments or between schools. Collectively, such approaches would ensure standardized marking, at the same time, reducing subjectivity in the scoring of CA, and enhancing the overall credibility of the scores. Teachers should also be empowered with skills in designing CA tasks that measure the same skills as required for in examinations, through professional development programmes. The skills should include rubric design, task alignment, and the reliability of marking and overall assessment. Such training would assist teachers in developing more precise rubrics that would minimize measurement error, improve CA tasks scoring accuracy, and produce assessments that adequately measure learners’ competencies. Furthermore, teachers should align Continuous Assessment tasks with examination standards so that they reliably predict end-of-term and final examination performances. The designed CA tasks should have the same cognitive demands and content emphasis as high-stakes examinations. CA questions should, therefore, prompt learners to think critically, solve problems, and develop conceptual understanding rather than merely recalling concepts. This would strengthen both formative and indicative validity of CA. Furthermore, schools should review their assessment approaches and discontinue those that incentivize inflated CA scores, such as evaluating teachers based on learners' CA achievements. İnstead, they should use indicators that reflect learner growth, such as learners’ proficiency in content. We therefore recommend that future research should assess the indicative validity of CA in other learning areas, grades, and cultures. The investigation should look into how teachers’ beliefs, values, and cultural norms shape CA processes in schools taking into cognizance that these variables can significantly impact scoring of CA and hence influence the interpretation of learners’ performance.

  generalstated in recommendationsevidence 5/5
  Keywords: teachers learners tasks moderation schools scoring skills assessment strengthen improve approaches marking overall scores measure
• Teachers’ Language Assessment Literacy: Indonesian Secondary EFL Teachers’ Knowledge, Perspective, and Classroom Practice (2024) · Tarbiyah : Jurnal Ilmiah Kependidikan · doi

  secondary EFL teachers, teachers’ knowledge Received: 9 July 2024 Revised: 8 November 2024 Accepted: 10 December 2024 Published: 24 December 2024 Abstract: The primary objective of this study was to investigate secondary school EFL teachers' understanding, perspectives, and classroom practices regarding language assessment literacy. This research was conducted in three different backgrounds of schools. This study employed case study research and the theoritical framework of the Teachers Assessment Literacy Questionnaire (TALQ) proposed by Plake et al. The data was obtained by the questionnaire, interviews, and classroom observation, then analyzed using thematic analysis. The result showed that the teachers already had excellent knowledge and positive perspectives regarding assessment literacy. Their knowledge, perspective, and classroom practice involved a) the relevance between assessment method and instructional objectives, b) the development of assessment and management of learning outcomes, c) the benefits of assessment, d) the form of assessments, e) the ranking of assessments results f) unethical action in conducting assessment. This study might contribute to the teachers' carrying out assessments following standards, and educational institutions should be aware of the teachers' competency to increase teachers' competence and enthusiasm in carrying out better assessments. To cite this article: Damayanti, F.Y., Setyaningsih, E., Sumardi. (2024). Teachers’ Language Assessment Literacy: Indonesian Secondary EFL Teachers’ Knowledge, Perspective, and Classroom Practice. Tarbiyah: Jurnal Ilmiah Kependidikan. Vol 13 (2), 171-185.

  generalstated in future workevidence 5/5
  Keywords: teachers assessment literacy knowledge classroom assessments secondary language december perspectives regarding questionnaire perspective practice carrying
• Dokuzuncu Sınıf Matematik Programının Benimsediği Durum Belirleme Anlayışının Ders Kitaplarına Yansımaları (2015) · Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi · cited 1× · doi

  As a result, analysis of the textbooks revealed that the understanding of assessment adopted in the curriculum is not reflected in the related textbooks sufficiently in terms of "diversity in assessment techniques"; is reflected in terms of "continuity of assessment practices and process evaluation" compared to diversity in assessment techniques; is reflected in terms of "multi-purpose use of assessment results" limited to the detected assessment techniques used in textbooks.

  generalstated in abstractevidence 5/5
  Keywords: assessment textbooks reflected terms techniques diversity result revealed understanding adopted curriculum related sufficiently continuity practices
• Assessment in Youth Work Placements. Explore and understand the perceptions of students and placement agencies regarding current assessment methods used in youth work placements. (2026) · Journal of Perspectives in Applied Academic Practice · doi

  The findings of this study indicate a need to reconceptualise assessment content and structure in ways that more accurately reflect the developmental, situated, and relational nature of youth work practice. In particular, the use of uniform critical questions across levels risks flattening distinctions in learner © 2026 Journal of Perspectives in Applied Academic Practice 144 Journal of Perspectives in Applied Academic Practice | Vol 14 | Issue 1 (2026) Assessment methods in youth work education and their impact on students in placement progression. Revising these questions to be level-specific would enable assessment to more clearly evidence the transition from emerging competence at Level 4 towards autonomy, professional judgement, and leadership at Level 6. Such differentiation would support clearer expectations for students and more robust judgements of progression for assessors. Participants’ accounts also highlight limitations in assessment practices that rely predominantly on retrospective written reflection. To more fully capture learning as it occurs in practice, there is a strong case for formally integrating observed practice and artefact-based tasks into assessment design. The inclusion of supervisor observations, practice documentation, and workplace-produced artefacts would allow assessment to attend to the real-time enactment of skills, ethical decision-making, and relational competence that are central to youth work pedagogy. Ensuring coherence between assessment content and sector expectations is also essential. Alignment with the QAA Subject Benchmark Statement (QAA, 2019), National Occupational Standards (NYA, 2020), and wider youth work literature would strengthen the credibility and transparency of assessment processes. Assessment tasks should more explicitly address areas such as governance, safeguarding, budgeting, partnership working, and evaluation, which participants identified as central to professional practice yet inconsistently assessed. Broadening the scope of assessment in this way would better prepare students for the complexities of contemporary youth work roles. In line with dialogical and inclusive pedagogical principles, offering a wider range of evidence formats represents a further enhancement to assessment practice. Allowing students to submit video recordings, podcasts, or creative artefacts alongside written work can improve accessibility and more accurately reflect the diverse ways in which youth work knowledge is generated, demonstrated, and communicated in practice. Such flexibility also recognises the multimodal nature of professional competence within informal education settings. The study also points to the need for greater flexibility and clarity within placement processes and support structures. Rigid placement timelines were experienced as misaligned with the realities of work-based, part-time, and non-traditional learners.

  generalstated in recommendationsevidence 5/5
  Keywords: assessment practice youth students placement level competence professional need content ways accurately reflect relational nature
• A digital competence training program design based on DigComp 2.1 (2026) · Research in Learning Technology · doi

  Future research could address this limitation by incor- porating student self-assessment instruments, diagnostic performance-based tasks, or mixed assessment models that combine teacher, student, and observational data. Future studies may focus on piloting the program in diverse school contexts, exam- ining learning outcomes through systematic assessment strategies, and exploring its adaptability to different grade levels or educational systems. Several limitations of this study should be acknowledged. In addition, this study was limited to the design phase of the instructional pro- gram and did not include an empirical implementation or effectiveness evaluation.

  generalstated in limitationsevidence 5/5
  Keywords: assessment future student address limitation incor porating self instruments diagnostic performance based tasks mixed models
• Inclusive Assessment in Highly Segregated School Systems – A Qualitative Research on German Language Core Curricula (2026) · European Journal of Educational Research · cited 1× · doi

  Based on the present study’s conclusions, we now provide recommendations regarding the design and use of curricula in regard to assessment. First, all lesson designs must consider the needs of all students, regardless of grade level. Thus, it is essential to implement process-orientated assessment throughout grades 5-10 and in all school types. However, while the core curricula have been updated quite regularly, some of the supplemental documents have been unchanged for a long time (e.g. the ‘Materials for Skill-Oriented Teaching at Primary Level. Orthography’, MK-Nds, 2015a). More frequent updates to these documents might help counter the decreasing focus on process-orientated assessment. Second, regarding the more thorough implementation of assessment in supplementary documents at the lower secondary level, it seems sensible to deal with the topic more comprehensively in the core curricula. This aligns with the great importance of assessment and lesson adaptation, as pointed out internationally (Nieminen, 2024; Tai et al., 2023). Third, emphasising students’ responsibility for their own learning must be done with caution. Teachers’ responsibility to structure individual learning paths together with individual students should be highlighted. This is independent of the school system, making it relevant to different states and countries. Fourth, for a clearer and more standardised understanding of assessment and to avoid ambiguities, it seems sensible to use consistent terms across all documents, especially those within each federal state. Fifth, considering the differences between the many school types in Germany, it would be advisable to revise the documents in a standardised manner, as the differences between the school types may hinder teaching practices. In Lower Saxony, teacher training is currently separated by school type, although in 2024, the state’s Ministry of Education debated whether all secondary school teachers should undergo the same teacher training (MK-Nds, 2024). Standardised curricula could help address individual differences between teachers’ assessment skills (Lorenz, 2011) or reduce deficit-orientated attitudes, thereby minimising the reproduction of inequalities by focusing on flexible adaptivity (Bremm & Racherbäumer, 2020). This could also reduce the need for teachers to deviate from curricular guidelines and borrow content from other documents (M. Krüger & Wahl, 2018; Mihajlovic, 2022). Additionally, it might lessen the influence of pre-assumptions on what assessment should be, which can differ from one actor to another (Tai et al., 2023). A more equal implementation of assessment across school types and grade levels could address the problem of differences in learning outcomes between school types (Crul et al., 2019) by enabling teachers to better adapt to their students’ needs. However, effecting changes in this field might not be easy because ‘[s]ome of the work to be done in pursuit of assessment for inclusion threatens previously comfortable ways of working’ (Tai et al., 2023, p. 493). The aforementioned recommendations may also be relevant to other countries with federal structures, such as Australia, Canada, Switzerland, and the United States. Australia and Switzerland can be viewed as models for the design of a national curriculum despite having a federal educational system. Switzerland uses a unified curriculum across most of its states, while still allowing for individual adjustments (Wagner-Willi & Zand, 2021). Australia, despite its large territory and its people’s diverse educational needs, has implemented a national curriculum. Individual states can adjust specific aspects of the curriculum (Australian Curriculum, Assessment and Reporting Authority, 2025). The given recommendations on the development of curricula raise the question of how the understanding of assessment might change in the direction of greater uniformity across different school types and grade levels. In particular, the declining importance of formative assessment with increasing grade level is concerning and calls for appropriate changes.

  generalstated in recommendationsevidence 5/5
  Keywords: assessment school types documents curricula teachers individual curriculum students grade level states across differences recommendations
• Three media in search of their message: A summary of research on three approaches to teaching Spanish (1967) · AV communication review · doi

  to School Districts TEACHING MACHINES AND PROGRAMED INSTRUCTION: 3 0 I must also be qualified by the size of the sample participating in the final testing (i.e., 366-4o4 for the listening comprehension tests, and 44-56 for the speaking tests). Schools should not assume that substantial numbers of students learn all, or even most, of what is "covered" in a given course. The strongest recommendation that can be made is for the establishment of a continuous evaluation-revision cycle as an empirical basis for modifying learning conditions, instructional materials, or objectives. There is a need to depart from the traditional approach of evaluating students for the purpose of assigning grades. Instead, an experimental attitude should be adopted in the classroom. The emphasis should be on evaluating the instruction rather than the students. The recommended evaluation-revision cycle should include the detailed specification of objectives, comprehensive evaluation of achievement, and continual adaptation of the learning situation in accordance with the data collected. This cycle should be continued until all or nearly all of the students are achieving the minimal level of performance which has been specified as necessary for satisfactory progress in the next course. The development of criterion instruments and of the entire evaluation-revision process for developing effective instructional materials will be costly in money and manpower. However, since many school districts use the same materials year after year, it is strongly urged that joint efforts at county, state, and national levels be undertaken to develop the necessary instruments and techniques. (The tests developed in this project can serve as a model for developing similar evaluation instruments adapted to the specific content of other courses.) As more districts participate, more data will be accumulated on which to base course modifications, and the evaluation-revision cycle will be accelerated. Dramatic improvements will not come overnight; a number of years and much diligent effort will be required for significant progress to take place. However, to continue with the typical end-of-course student evaluation and grade assignment (ignoring the problems implicit in the wide range of student performance) is to be resigned to producing only a handful of high school and college graduates who acquire anything approaching a functional command of a second language. Criterion-referenced tests measured the learning of specific AV COMMUNICATION REVIEW: 3 0 2 vocabulary, grammatical, and phonological elements in a course of instruction.

  generalstated in recommendationsevidence 5/5
  Keywords: evaluation tests course students revision cycle school instruction learning materials districts instructional objectives necessary progress
• A Systematic Self-Review of Specific-Skill Assessment Studies: Principles and Practices (2026) · Journal of World Englishes and Educational Practices · doi

  Based on the synthesis of the 21 studies, several practical recommendations can be offered to instructors, curriculum designers, and assessment specialists. First, instructors are encouraged to adopt skill-specific assessment frameworks that clearly articulate the subskills to be measured and align test content with instructional objectives. Detailed tables of specifications, explicit instructions, and transparent scoring criteria should be standard components of all assessment practices. Skill-specific assessment should focus on both the listening, speaking, reading, writing, vocabulary, grammar skills process and product especially when the target students are trained to be translators and interpreters. Second, teachers should integrate diagnostic and formative assessment into their regular instructional routines. Tests should not be limited to summative evaluation but should be used to identify learners’ strengths and weaknesses, guide remediation, and Page | 28 JWEEP 8(2): 11-33 support ongoing skill development. Providing students with constructive feedback, supported by rubrics and sample responses— can significantly enhance learning outcomes. Third, institutions should invest in assessment literacy training for instructors. The findings show that teacher expertise, pedagogical choices, and familiarity with assessment principles directly influence student performance. Professional development programs focusing on test design, rubric construction, and technology-enhanced assessment tools can improve the quality and fairness of classroom evaluation. Fourth, instructors are encouraged to make greater use of digital assessment tools, such as iRubrics, mobile learning applications, and online platforms. These tools enhance transparency, consistency, and efficiency, and they support student engagement and self-assessment. Finally, curriculum designers should ensure that assessment practices reflect the cognitive and linguistic complexity of academic tasks, particularly in ESP and higher-education contexts, where learners must navigate specialized vocabulary, disciplinary texts, and research-related skills.

  generalstated in recommendationsevidence 5/5
  Keywords: assessment instructors skill tools curriculum designers encouraged specific test instructional practices vocabulary skills students evaluation

Questions about this gap