Navigating assessment literacy in higher education: a multi-institutional study of university teachers’ perceptions, practices and professional growth

Given the crucial role assessment literacy plays in university teachers’ professional role, this article investigates how university teachers understand, maintain and develop their assessment literacy within their institutional contexts, and the opportunities and barriers they encounter in their practices. Addressing these issues is crucial for advancing assessment literacy in higher education and supporting student learning. Data were generated through semi-structured interviews with 16 university teachers from 8 institutions in Norway. Using reflexive thematic analysis, the findings identified tensions in university teachers’ assessment literacy. Assessment literacy is perceived as a pedagogical, purposeful practice where balancing learning and judgement is central, as experience-based, while navigating a gap between practice and formal training. Assessment emerged as a major responsibility, often carried out alone while collaboration is longed for; yet assessment literacy was also understood as a collaborative endeavour where shared professional reflection is highly valued. AI in assessment was experienced as caught between enthusiasm and ambivalence, with discipline-specific opportunities and concerns. Additionally, institutional barriers to assessment were characterised by university teachers wanting change while facing constraints. The article offers a rich picture of university teachers’ perspectives and experiences with assessment literacy in their contexts and discusses implications for practice.