Teacher Digital Literacy and Virtual Formative Assessment Quality in Bahraini High Schools: Bridging Policy Frameworks and Classroom Practices

HRMARS - This study investigates the relationship between teacher digital literacy and the quality of virtual formative assessment (VFA) in Bahraini high schools. Using a descriptive correlational design, data was collected from 400 teachers across private secondary institutions. Teacher digital literacy was measured through the European DigCompEdu framework, while VFA quality was assessed using the FAMT-Q tool. Results indicate that while digital literacy is statistically related to VFA quality, the correlations are weak, suggesting that digital competence alone does not strongly predict assessment quality. Regression analysis highlights the possibility that institutional and contextual factors, such as leadership, infrastructure, and policy supports, play a greater role in shaping VFA quality. Findings underscore a gap between progressive policy frameworks and classroom realities, pointing to the need for professional development and systemic support that move beyond individual competence. The study contributes to the growing literature on digital pedagogy by highlighting the importance of contextual adaptation in implementing digital assessment reforms.