Becoming an assessment-literate teacher in teacher education

This study was part of a research-based learning unit supporting professional development in teacher education. Adopting a pedagogical design, it aimed to promote assessment literacy (AL) at multiple levels through a participatory assessment process and by combining theory and practice in schoolwork. In this study, AL was defined as awareness of assessment values and principles at both individual and collective levels, and understanding of the purpose, aims, strategies and practices of assessment. The data consists of longitudinal reflection assignments from 18 Finnish master's-level student teachers. Guided by the TALIP framework, the student teachers examined their own AL and factors supporting its development during the learning unit. The data were analysed using theory-informed and data-driven content analysis. The findings outline conditions for growth as an assessment-literate teacher. The study highlights integrating AL into teacher education, considering individual competencies, and recommends induction and collaborative professional development to strengthen AL across careers. • Student teachers reflected on AL growth using the TALIP framework. • The holistic learning unit developed student teachers' assessment literacy. • Assessment literacy develops when meaningful learning characteristics are realised. • Teacher education must continuously and authentically develop assessment literacy. • Study urges integrating AL and supporting it through induction and collaboration.