The Importance of Assessment Literacy in MATs

Featured Opinion Editorial

Published: 3 December 2024

“Assessment literacy plays a significant role in the work we do with our education leaders and the multi-trust academies we serve.”

In this 4-part article, Victoria Merrick emphasises the need for a consistent training and understanding of assessment literacy for educators in England…

At Merrick-Ed Limited, a common request is to support our partner multi-academy trusts (MATs) in developing and implementing bespoke large-scale standardised assessment strategies. We emphasise the importance of assessment literacy as a foundational element in all our consultancy work. Deep understanding of assessment principles and practices is essential for school leaders to effectively implement any new assessment strategy.

However, we have identified a significant challenge: a lack of consistent understanding and application of assessment literacy among school leaders.

In my own research, I’ve observed evidence which underpins my claims that there is an historical deficit in assessment literacy training and professional development opportunities for educators in England.

I’m committed to exploring the complexities of assessment literacy, its current state in England, and the implications for educational reform, particularly as AI-supported assessment becomes increasingly prevalent.

Full research paper:

Merrick, V. (2023). To what extent are concepts about assessment ‘literacy’ helpful in improving the educational practice of school leaders?. [Postgraduate Certificate in Educational Assessment and Examinations]. University of Cambridge.

01 Defining and Understanding Assessment Literacy
Assessment literacy is a crucial concept in education, particularly as we enter an era increasingly shaped by technology and AI.

But what exactly does it mean to be “assessment literate?”

Assessment literacy broadly encompasses the knowledge, skills, and abilities needed to effectively design, implement, score, and interpret assessments.

A key component of assessment literacy involves understanding the fundamental principles of sound assessment practice. This includes familiarity with assessment terminology, various methodologies, and the standards by which the quality of assessment practices are evaluated.

However, despite its importance, there is no universally agreed upon definition of assessment literacy, and the specific depth of knowledge and skills required for an individual to be considered “assessment literate” remains a subject of debate. This ambiguity poses a significant challenge in both assessing assessment literacy and developing targeted professional development programs for educators.

02The State of Assessment Literacy in England
Research suggests a deficit in assessment literacy among some school leaders in England, particularly those whose training predates the introduction of reformed frameworks for teacher training and leadership development.

Recent reforms, such as the Initial Teacher Training (ITT) framework, the Early Career Framework (ECF), and the National Professional Qualifications (NPQs), have made strides in explicitly outlining expectations for assessment knowledge and skills.

These frameworks have introduced a “golden thread” of assessment knowledge that progresses through each stage of a teacher’s career, offering a more structured approach to assessment literacy development.

However, these reforms are relatively new, and their full impact on addressing the assessment literacy deficit remains to be seen. It is also important to note that completion of NPQs, while encouraged, is not mandatory.

Furthermore, a recent shift in focus towards curriculum development in England, while positive in many ways, may have unintentionally diverted attention away from assessment literacy. Many educators now report feeling less confident in their assessment practices, highlighting the need for renewed focus in this domain.

03 Implications for the Curriculum and Assessment Review and the Age of AI
The widespread assessment literacy deficit among school leaders, raises concerns about the potential for skewed responses to the UK Department for Education Curriculum and Assessment Review in England.

Submissions from school leaders with limited assessment literacy may lack depth or fail to adequately address critical issues related to assessment.

There is a risk that responses will disproportionately focus on high-stakes testing and accountability measures, neglecting the broader purposes of assessment and potentially hindering the adoption of more innovative and learner-centered approaches.

Perhaps most concerningly, a lack of deep understanding of assessment principles could lead to an uncritical embrace of AI-supported assessment tools. School leaders may lack the knowledge and skills to effectively evaluate these tools, potentially overlooking their limitations or misinterpreting their outputs.

This situation underscores the urgent need to address the assessment literacy deficit at a systemic level and to equip school leaders with the knowledge and critical thinking skills necessary to navigate the evolving landscape of AI in education.

04 Conclusion: Reframing the Narrative and Empowering School Leaders for the Age of AI
It is crucial to approach the issue of assessment literacy among school leaders with sensitivity and an understanding of the systemic factors that have contributed to the current situation.

Rather than attributing the deficit to individual shortcomings, we must acknowledge the limitations of past professional development opportunities and advocate for a collective effort to enhance assessment literacy in preparation for the integration of AI in education.

Moving forward, policymakers and educational leaders should prioritise the following actions:

Embed assessment literacy within all future policy initiatives and professional development frameworks. This includes ensuring that assessment literacy is a core component of ITT, ECF, and NPQ programs (or future iterations), with a particular focus on developing the critical thinking skills needed to evaluate AI-supported assessment tools.
Invest in high-quality assessment literacy training programs specifically tailored for experienced school leaders. These programs should provide opportunities for in-depth learning, skill development, and collaborative knowledge sharing.
Provide ongoing support and resources to help school leaders implement their learning and adapt to the evolving role of AI in assessment. This could involve establishing online communities of practice, developing comprehensive guidance documents, and offering access to expert consultation.
Foster a culture of collaboration and shared responsibility for assessment literacy development. Encourage partnerships between schools, universities, professional organisations, and technology companies to ensure the ethical and responsible design and implementation of AI-supported assessment tools.

By proactively addressing the assessment literacy deficit and empowering school leaders to become informed and discerning users of AI-supported assessment, we can ensure that these powerful technologies are leveraged effectively to enhance teaching, learning, and educational equity.

As we move forward with the learnings from the Curriculum and Assessment Review in England, it is essential that all stakeholders — including school leaders, policymakers, researchers, and technology developers — work together to ensure that assessment literacy is given the attention it deserves.

By fostering a culture of assessment literacy, we can create an education system that is responsive, equitable, and well-prepared for the challenges and opportunities of the 21st century.

Victoria Merrick, CEO and Founder, Merrick-Ed Limited