Beyond assessment literacy: a study of teachers assessment identity in Ireland and Australia

Teachers' capabilities to conduct classroom assessments, and to use assessment evidence to provide feedback to learners and report to parents and others are central to quality assessment practice, traditionally conceptualised as assessment literacy. In previous work, we proposed that that teachers' identity as professionals, beliefs about assessment, disposition towards enacting assessment, and perceptions of their role as assessors are all significant for their assessment work. We term this reconceptualisation Teacher Assessment Identity (TAI).