TEACHER ASSESSMENT LITERACY IN THE CONTEXT OF INTERNATIONAL STANDARDS

Abstract

This article explores at how well teachers understand assessment in relation to global standards. Many University instructors struggle with evaluating students properly, as being skilled in assessment is now a key part of modern teaching. Even though some teachers have language qualifications based on systems like the CEFR, this doesn’t always mean they can judge student work to meet worldwide standards. The article looks at existing research and ideas to understand this problem and offers real-world ways to fix it. The results show that focused training is crucial for helping teachers get better at assessing their students.