Abstract

This study aimed to develop and evaluate an Assessment for Learning model integrating digital reflective practices to enhance assessment literacy among pre-service teachers. The study addressed persistent challenges in teacher education, particularly the gap between theoretical knowledge of assessment and its practical application in authentic classroom contexts. To respond to this issue, the researchers designed the D-R-F-A Model, which consists of four interconnected stages: Define Goal, Reflective Action, Feedback Loop, and Adjustment. The model emphasizes continuous feedback, structured reflection, and iterative improvement supported by digital technologies. A mixed-methods research design was employed to examine the effectiveness and suitability of the model. Guided by three research questions, this study examined (i) the key conceptual components of the model, (ii) its suitability based on expert evaluation, and (iii) its measurable impact on pre-service teachers, the research process consisted of three phases: (1) a systematic review and conceptual synthesis to establish the theoretical foundation of the model, (2) the development and implementation of the learning model in a teacher education course, and (3) the evaluation of learning outcomes using quantitative and qualitative data. The participants included 35 pre-service teachers enrolled in a course on educational measurement and evaluation. Data collection instruments included assessment literacy tests, digital reflective journals, expert evaluation forms, and satisfaction questionnaires. Quantitative data were analyzed using descriptive statistics, normalized gain scores, and paired-samples t-tests, while qualitative data were examined through content analysis to identify patterns of reflective thinking and professional development. The results revealed a statistically significant improvement in assessment literacy following the implementation of the model. The average post-test score was higher than the pre-test score, with a normalized gain score of 0.54, indicating a medium level of learning development, and a large effect size (Cohen’s d = 1.50). In addition, the level of digital reflective skills increased progressively across the intervention period, reaching an excellent level of performance. Participants also reported a high level of satisfaction with the learning process, particularly in relation to the use of digital tools for feedback and reflection. The study contributes to the field of teacher education by providing an empirically validated instructional model that operationalizes formative assessment principles through digital reflective practices. The findings suggest that integrating structured feedback cycles and technology-supported reflection can strengthen professional competence, promote self-regulated learning, and support sustainable professional development among future teachers.

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