Literacy Assessment Tool For Lecturers A Rasch-Based Approach; A Scopic Systematic Literature Review

Abstract

Since the changes in the global education systems, the role of lecturers has further extended and includes literacy in digital, pedagogical, and assessment domains. However, many lecturers struggle to meet these new needs because of the lack of assessment tools that sufficiently measure their literacy levels. Since lecturers' competency impact on students' learning is the key driver for improving students' outcomes, the development of effective literacy assessment tools is essential to ensure students reach their full potential in higher education. Although the Rasch model has become an established model in education assessments, its use for assessing lecturer literacy has been relatively unexplored, especially in areas away from established research centers. To date, the literature on lecturer literacy assessment is inconsistent, and the literature is not always representative of various educational contexts. However, we have little insight into the way the Rasch model can be used to assess different aspects of lecturer literacy including digital literacy, pedagogical literacy, and research literacy in context. According to the literature, this gap reflects in the inability of educational institutions to effectively support lecturers’ professional development in a way that promotes good quality education. Research has identified several areas which lack empirical foundation; therefore, bridging this gap lies in the systematic development of the Rasch analysis methodology which can be used on lecturer literacy assessments. This research will map the world of research to identify collaboration patterns, research gap analysis, and trends of investigation—while finding that there is a need for more inclusive and region-specific tools to assess the literacy of lecturers. This review focuses on assessment tools for lecturer literacy specifically through Rasch Analysis. The research seeks to identify the strengths, weaknesses and gaps in current tools as well as trends and collaboration patterns among authors, institutions and countries. The methodology of the study is systematic literature review (SLR) with bibliographic review of academic databases such as Scopus, IEEE Xplore, and ScienceDirect. The review also presents an extensive review of a number of peer-reviewed publications, with emphasis on those that utilize Rasch Analysis as a tool for lecturers' literacy screening. Using bibliometric analyses such as co-authorship and co-citation analysis, collaboration networks as well as literature trends are visualized for comparison. Results, This study shows that although the available literature on Rasch-based literacy assessment is significant, the majority of literature includes the ones published in Southeast Asia and the Middle East. Nevertheless, there is limited cross-national partnership, and certain underrepresented areas have to be contributed to in future research. This implies the benefit of a bigger picture in developing assessment tools in the future, where we will need a broader view of lecturer literacy that includes digital, pedagogical, and assessment literacy. Lecturer literacy assessment tools would be indispensable in improving teaching quality with a key perspective on higher education: The authors conclude in their paper. Rasch analysis: Although Rasch analysis provides critical insights into the utility of these tools, there is the absence of more global collaborations and region-specific modifications. The need for context-specific, inclusive assessment tools more general may emerge in the fields of teaching and learning at an extensive global scale in the future, and more contextually oriented assessments targeting various lecturers globally should be developed