Impact of online resources on assessment literacy of polytechnic educators

This study investigates the impact of online assessment resources on the assessment literacy of polytechnic educators in Singapore. Assessment literacy, defined as educators’ knowledge and skills in designing, implementing, and interpreting assessments, is crucial for ensuring fair and valid evaluation of student learning. With the increasing reliance on online resources for professional development, this study investigates the impact of such resources on the assessment literacy of polytechnic educators. Twenty-three educators from diverse disciplines participated in a pre- and post-survey based on adapted questions from the Scale of Teacher Assessment Practices (STAP). The intervention comprised a six-week engagement with curated online resources, articles, and interactive tutorials on formative and summative assessment strategies. Results from paired t-tests indicated significant improvements in educators’ confidence and competence in designing and implementing assessments, as evidenced by increased mean scores across key domains of assessment literacy. The accessibility and relevance of online resources were highlighted in qualitative feedback, emphasizing their potential for bridging professional development gaps. This study underscores the potential of online resources as an accessible and scalable means of enhancing assessment literacy among polytechnic educators. Implications for integrating such resources into institutional professional development programs and considerations for future research are discussed.