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Five science-education experts validated the initial instrument, followed by revisions based on validator feedback. A pilot test with 42 science teachers led to minor refinements, and the revised instrument was administered to 107 teachers. Exploratory factor analysis showed close alignment with a three-dimensional assessment literacy model, and results indicated strong reliability and validity for surveying self-perceived assessment literacy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/development-and-validation-of-a-self-reported-assessment-literacy-instrument-for-teachers/592068/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/development-and-validation-of-a-self-reported-assessment-literacy-instrument-for-teachers/592068.png","ImageObject",300,407,{"name":92,"@type":93},"Mabel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the goal of developing the Self-Reported Assessment Literacy Instrument (SRALI)?","Question",{"text":112,"@type":113},"To develop and determine the validity and reliability of an instrument that measures teachers’ self-perceived assessment literacy based on three dimensions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the SRALI validated before full administration?",{"text":117,"@type":113},"Five science education experts validated the instrument, it was revised using their comments, then pilot-tested with 42 science teachers with further minor revisions.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the exploratory factor analysis show about SRALI’s structure?",{"text":121,"@type":113},"The factor structure almost followed the three-dimensional model of assessment literacy, supporting its suitability for surveying self-perceived assessment literacy.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592068,1792166914,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","Development and Validation of a Self-Reported Assessment Literacy Instrument for Teachers  \nJetro Gardon  \nDe La Salle University, Philippines, [jetro_gardon_a@dlsu.edu.ph](jetro_gardon_a@dlsu.edu.ph)  \nMaricar Prudente  \nDe La Salle University, Philippines, [maricar.prudente@dlsu.edu.ph](maricar.prudente@dlsu.edu.ph)  \nAuxencia Limjap  \nDe La Salle University, Philippines, [auxencia.limjap@dlsu.edu.ph](auxencia.limjap@dlsu.edu.ph)  \nAssessment literacy is currently gaining attention because of its relevance to teachers’instructional practices and students’ performance. Previous studies showed that Filipino teachers have low to mid-level assessment literacy. Therefore, it is crucial to determine how teachers view their assessment literacy. This study aimed to develop and determine the validity and reliability of the Self-Reported Assessment Literacy Instrument. Five experts on science education validated the instrument. After revising it based on the validators’ comments and suggestions, it was pilot-tested on 42 science teachers. After a series of minor revisions based on the pilot results, the instrument was administered to 107 teachers. The exploratory factor analysis of the results revealed that it almost followed the three-dimensional model of assessment literacy. The findings also showed that the instrument is reliable and valid for surveying selfperceived assessment literacy. Therefore, it is recommended for use in measuring self-reported assessment literacy.  \nKeywords: assessment, assessment literacy, assessment practices, conceptual knowledge dimension, praxeological dimension, socio-emotional dimension  \nINTRODUCTION  \nThe teachers’ assessment literacy construct has attracted considerable attention among educators, administrators, and researchers (Gotch & McLean, 2019) . This is due to the perceived benefits of good assessment practices and the importance of assessment results in education reforms. Given the relevance of assessment in instruction, teachers’ assessment literacy has been given importance. A good grasp of assessment helps teachers get information about students’ learning, leading to an effective teaching strategy that responds to the student's learning needs (Pastore & Andrade, 2019) . Various studies showed Filipino teachers' low to mid-level assessment literacy (Napanoy & Peckley, 2020; Clores & Reganit, 2019; Hailaya, 2014) . Based on their search, the researchers also noticed that no instrument measures teachers’ self-reported assessment literacy based on its three dimensions formulated by Pastore and Andrade (2019) . These findings make it interesting how teachers view their assessment literacy. This study aimed to develop and validate a self-reported assessment literacy instrument to help researchers describe how teachers view their assessment literacy.  \nAssessment literacy is an interrelated set of knowledge, skills, and dispositions a teacher uses in preparing and implementing assessment in teaching (Pastore & Andrade, 2019) . It includes the knowledge of what’s, why’s, and how’s of assessment (Stiggins, 1995; Ogan-Bekiroglu & Suzuk, 2014) . Pastore and Andrade (2019) proposed three interrelated dimensions for assessment literacy from a socio-constructivist point of view:  \nCitation: Gardon, J., Prudente, M., & Limjap, A. (2025) . Development and validation of a self-reported assessment literacy instrument for teachers. Anatolian Journal of Education, 10(2), 71-84. [https://doi.org/10.29333/aje.2025.1026a](https://doi.org/10.29333/aje.2025.1026a)  \na. Conceptual knowledge – refers to the teachers’ knowledge of what assessment is and how assessment is designed and executed.  \nb. Socio-emotional – refers to the aspects of assessment as a social practice, especially in the classroom context.  \nc. Praxeological – refers to the actual practice of assessment. and the translation of assessment knowledge to assessment practices realized in the classroom.  \nUsing the Assessment Literacy Inventory (ALI)","cbCairG7Y5J0I4Kc","https://ap.wps.com/l/cbCairG7Y5J0I4Kc","pdf",298741,14,"English","# Introduction\n## Study purpose and background\n## Assessment literacy framework and dimensions\n# Instrument development and validation\n## Expert validation and revisions\n## Pilot testing and administration\n## Factor analysis, reliability, and validity\n# Research questions and expected contribution","[{\"question\":\"What was the goal of developing the Self-Reported Assessment Literacy Instrument (SRALI)?\",\"answer\":\"To develop and determine the validity and reliability of an instrument that measures teachers’ self-perceived assessment literacy based on three dimensions.\"},{\"question\":\"How was the SRALI validated before full administration?\",\"answer\":\"Five science education experts validated the instrument, it was revised using their comments, then pilot-tested with 42 science teachers with further minor revisions.\"},{\"question\":\"What did the exploratory factor analysis show about SRALI’s structure?\",\"answer\":\"The factor structure almost followed the three-dimensional model of assessment literacy, supporting its suitability for surveying self-perceived assessment literacy.\"}]","Development and Validation of a Self-Reported Assessment Literacy Instrument for Teachers | PDF",1792073792,35]