Teacher assessment literacy and equitable assessment: the phronesis perspective

Drawing on research into teacher assessment literacy, this commentary critically examines the Guiding Framework for Effective, Equitable Classroom Assessment for Teacher Practice and Student Success developed by Van Orman et al. (2026). The argument is made that the emphasis on equity in assessment highlights how teacher assessment literacy can be understood in parallel with the Aristotelian concept of phronesis. As an intellectual virtue that guides ethical and practical reasoning, phronesis can underpin assessment practices that are thoughtful, equitable and oriented towards supporting students’ learning, their engagement, sense of belonging and well-being. In line with recent research interest in teacher identity as assessors, the discussion further explores how equity and phronesis posit teachers as moral agents whose beliefs, values and conceptions influence their assessment practice, rather than as technicians who apply standardised procedures. Implications for preparing assessment-literate teachers include fostering the reflective capacity, ethical reasoning and professional judgement for equitable assessment.