Conceptualizing L2 Teachers’ Blended Assessment Literacy (L2TBAL): A Scoping Review

Blended assessment presents unique opportunities and challenges for L2 teachers, necessitating the development of tailored assessment literacy. Despite its prevalence and significance, research on L2 teachers’ blended assessment literacy (L2TBAL) remains scarce. This conceptual paper addresses this gap through a scoping review, following the procedures of Arksey and O'Malley (2005). Informed by Chan and Luk's (2021) teacher assessment literacy framework and drawing on 82 studies, the study constructs a comprehensive L2TBAL model that comprises knowledge, attitude, practice, and socio‐emotional management. The findings advance the theoretical understanding of language assessment literacy by incorporating a socio‐emotional dimension, which is critical in the digital era. They also offer a contextualized, disciplinary perspective to the teacher assessment literacy literature by integrating the specific contexts of blended learning and language education, which is largely absent from existing frameworks. Additionally, the paper offers practical insights for language teacher professional development on improving assessment strategies across online and offline settings with digital technologies. It concludes with a call to maximize language teachers’ unique human socio‐emotional strengths in making informed assessment decisions in increasingly AI‐enhanced blended learning environments. In doing so, educators can harness the potential of blended assessment, enriching language learning and empowering learners for the future.