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Researchers first examined teachers’ classroom assessment literacy using data from 500 public and private sector university instructors in Lahore, Punjab, selected through stratified proportionate sampling. Teachers’ assessment literacy was measured with a test adapted from Mertler (2003), then analyzed using descriptive and inferential statistics with SPSS. 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At first stage, the researchers investigated the classroom assessment literacy of university teachers. The data were collected from 500 public and private sector university teachers using stratified proportionate sampling technique, i.e., 40% of public and private sector universities’ regular teaching faculties in Lahore, Punjab using SPSS. The data on teachers’classroom assessment literacy was collected by adapting a test developed by Mertler (2003) . The collected data were analyzed using descriptive and inferential statistics. The results showed that teachers have low level of classroom assessment literacy, and due to its importance there is dire need to enhance it. In the light of the results and recommendations of the researchers in previous international studies on teachers’ classroom assessment literacy, the researcher addressed the issue of low classroom assessment literacy in teachers by developing a related training program.  \nKeywords: Formative assessment, summative assessment, teachers’ skills  \n* Assistant Professor at Higher Education Department, Govt. of the Punjab, Lahore.  \nEmail: [jahanarashams@gmail.com](jahanarashams@gmail.com)  \n** Lecturer at Allama Iqbal Open University, [Islamabad. Email: mzafar.iqbal@aiou.edu.pk](Islamabad. Email: mzafar.iqbal@aiou.edu.pk)  \nIntroduction  \nEducational assessment has a critical role to play in enhancement and promotion of students' learning. Assessment literacy is the focus of researchers owing to increased interest in the field of educational assessment. It has been the focus of educational researchers from the past decade because of two main reasons. Firstly, there are demands of using different techniques for students' assessment. Secondly, the calls for creating student centered classrooms by making the knowledge more explicit, has increased the expectations of stakeholders (Webb, 2002) . Therefore, teachers should understand how to assess student learning; determine their achievement and related expectations and interpretations of gathered assessment data. It also highlights the role of teachers as key stakeholders who decide assessment methods which can tell them about students’achievement and help to improve students’ learning.  \nAssessment literacy can empower the teachers to use data gathered from various assessment methods, interpret it properly and make their instruction better (Gotch, 2012).Teachers’ classroom assessment literacy is an important factor to conduct accurate assessment and ultimately achieve objectives at higher education to raise its level to meet international standards. Because of growing need and importance of teachers’ classroom assessment literacy and inadequate teachers’ training in educational assessment, in 1990, different institutions in USA, i.e., American Teachers’ Federation, Education Association at National level, and National Council on Measurement in Education had jointly developed seven standards to measure teachers’ competence in students’ educational assessment. The standards regarding teachers’ classroom assessment literacy are; choosing methods of assessment, development of methods of assessment, administration of tests, scoring of tests, and assessment results interpretation, decision making by using assessments, grading using assessments, communication of assessment results, recognizing unethical methods of assessment. These standards are taken as an authority in the field of teachers' classroom assessment literacy (Yamtim & Wongwanich, 2014) .  \nClassroom assessment literacy is also important for teachers' professional development (Lorente-Catalan & Kirk, 2015; Randel, Apthorp, Beesley, Clark, & Wang, 2016; Huang & He, 2016) and wellbeing that will ultim","cbCaiaX6p4RLixiF","https://ap.wps.com/l/cbCaiaX6p4RLixiF","pdf",182568,12,"English","# Abstract\n# Introduction\n## Importance of educational assessment and assessment literacy\n## Standards and competencies for classroom assessment literacy\n## Professional development and identified challenges\n## Focus on the study and training program","[{\"question\":\"What was the primary aim of the study?\",\"answer\":\"To develop a Classroom Assessment Literacy Training Program for university teachers and address low assessment literacy.\"},{\"question\":\"How was teachers’ classroom assessment literacy measured?\",\"answer\":\"Using a test adapted from Mertler (2003) and analyzed with descriptive and inferential statistics in SPSS.\"},{\"question\":\"What did the study find about university teachers’ assessment literacy?\",\"answer\":\"Teachers showed a low level of classroom assessment literacy, creating a dire need to enhance it through training.\"}]","Development of Classroom Assessment Literacy Training Program for University Teachers in Punjab | PDF",1792082166]