Мұғалімнің бағалау сауаттылығының дамуы: әдебиетке жүйелі шолу

Abstract

This review article provides a comprehensive analysis of the multifaceted evolution, methodological transformation, and practical application of the concept of Teacher Assessment Literacy (TAL) within the contemporary educational ecosystem. The study traces the developmental trajectory of assessment literacy, originating from traditional psychometric paradigms and shifting towards socio-cultural and contextual models. The review is grounded in a systematic analysis of over 28 fundamental international studies spanning the period from 2005 to 2025.
The article substantiates that teacher assessment competence is not merely a technical skill set but a potent instrument for enhancing instructional quality, fostering student self-regulation, and mitigating educational inequalities. Particular attention is devoted to the imperatives of the digital era. It is argued that the advent of artificial intelligence and automated assessment systems has fundamentally reconfigured the construct of assessment literacy, necessitating the adoption of novel measurement frameworks such as TALIDE (Teacher Assessment Literacy in Digital Environments) and GLAT (Generative AI Literacy Assessment Test). The study concludes by proposing context-adapted, technologically integrated, and ethically grounded strategies for the advancement of assessment literacy within the Kazakhstani educational landscape.