Digital Assessment Literacy: The Need of Online Assessment Literacy and Online Assessment Literate Educators

Creation of reliable online assessments have always been a concern by educators, this research article provides an idea for providing professionals training development for creating online assessments for the inexperienced assessment literate teachers. The research has placed the importance on the training of the educators in the assessment literacy with a proposed model of utilization of Educational framework to create digital online assignments using IT integrated tools. This paper uses mixed method research and examines the need of training for the creation of reliable assessments and assessment literate educators which will caters to the different students’ abilities. To further explore and understand the training needs of the assessment literacy, this research provides an insight of the year 2020 result analysis, as it might add a new dimension towards the professional development for the online assessment literacy skills. The collected data was used as descriptive, inferential data which was further analyzed and compared to the pretest and the current collected primary data. The purpose of this study shows the importance of the online assessment literacy and the need of assessment literate trained educators who might support in identifying the training needs of online assessment with help of Bloom’s Model in connection with the digital Bloom’s taxonomy. As some experienced educators lack the need of literacy training skills in the online assessments, this proposed model would be beneficial for the educators, and could prepare them as future trainers.


Introduction
Assessment literacy is used as a tool that appraises the learners, by assessing the students' understanding, interpreting the assessment results to provide feedback (Evans, 2013). The Assessment (Formative and Summative) process helps in the identification of the effectiveness of the teacher's teaching capabilities along with the students' achievements (Khan et al., 2019). Success of the learner depends on the effective use of the Assessment Literacy (Mellati & Khademi, 2018). For a school educator, the assessment knowledge, skills and practices are necessary for the preparation of the assessments. Therefore, to maintain the quality of the online assessments, assessment literacy for educators has become an integral part of education system. Due to the 2020 Pandemic outbreak, most of the schools faced number of challenges in teaching, learning and assessments, setting the need to establish online teaching and learning. As a result of this outbreak, the educational institutes closure had affected around 1.5 billion (87%) of student population (UNESCO, 2020). The history of corona Virus is not old and is known since 1960's, originating from the family of SARS and MERS-Cov (Fielding, 2020). Though UNESCO encouraged the shutdown of the schools; teaching, learning and assessing continued on the online platform (Bender, 2020).
The new normalcy poses the following statement; schools' management might need to plan for future short comings as part of the contingency strategic plan (Scott & Husain, 2021). Most of the schools have been a victim of the crises, as the 2020 International Results (IB, IGCSE, AS, A level) were quite appalling; it seemed that the schools had never planned out for any setbacks for the pandemic times. However, the need of emergency planning could help in accommodating the new ways of assessing, teaching and learning to facilitate the smooth delivery of the content between the educators and students (Taha et al., 2019).
were altered (Coughlan et al., 2020). It is also imperative for the school Management, to keep up with the changes in the learning styles of the students and provide the necessary online training to the educators, which might further help in enhancing the effectiveness of the educator's online teaching capabilities.

Purpose of Study
The purpose of this article is to train the trainers as assessments literate educators. Examining the current situation, the use of digital integration in creation of reliable online assessment preparation, this might benefit the schools and the management as part of the in-service training plans. Therefore, by presenting this research, the educators might like to get effectively trained as assessment literate educators to motivate themselves and would also like to challenge their students in order to reach higher order thinking skills (Churches, 2008). This digital Blooms integration of cognitive concept to reach the higher order thinking skills from lower order thinking skills, can support the educators in writing up the reliable online assessments. The school management also might need to take in consideration the need of assessment literate training as part of their professional development plan, which can contribute in updating the schools' curriculum with digital assessments integration. A mixed method research will be conducted which will present the educators' knowledge on assessment skills and practices, where the untrained assessment literature educators' need for the training will be highlighted. This research will explore the need of the untrained educators to be trained as assessment literate educators. As part of the research, the questionnaires will be distributed out to different schools' management administrators and educators. As the online assessment literacy has become important during these pandemic time, because of the need for technological knowledge in today's world, the school can improve teacher technical competency and self-efficacy by putting a focus on professional development along with effective student learning (Scott & Husain, 2021).
The yearly planned curriculum could be effectively designed for the schools; however, the proper integration of the assessments raises the standards of the learning (Fletcher & Shaw, 2012), and to prove the effectivity of the curriculum along with good teaching strategies, effective testing is important as well. Proficiency in assessments and evaluation practices could enhance the quality of teaching and learning skills (Volante & Fazio, 2012). Therefore, reliable assessments make testing effective which can determine the students' achievement to reach the learning outcomes.

The Objectives for This
Research a) To gather assessment data from International exam boards and create inferential analysis to Investigate students' achievement in pandemic 2020 and compare to the previous 2-3 years' record.
b) To investigate online assessment knowledge literacy for teachers. c) To find the significance of educator's willingness to receive and to train other educators on online assessment literacy. d) To measure the relationship between the assessment literacy and the need to train on the assessment practice.

Literature Review
The focus of this research is to present how the online assessment literacy could support in identifying the needs of online assessment with help of Bloom's Model in connection with the digital Bloom's taxonomy. This Model is integrated with Information communication technology tools for the online assessment literate educators to cater to the needs of different ability students (Husain, 2021). The original Bloom's Taxonomy was actually designed for assessment purpose. However, through Bloom's magnifying lenses it was discovered that this can also be used for designing a course and setting up a curriculum (Persaud, 2018). Therefore, according to this research, during these pandemic times the educators could get professionally trained with the online planning, teaching, and learning methods.
Due to the pandemic outbreak, some of the international results were based on the coursework, historical data from the school and the predicted grades, which were internally assessed by the moderators as part of the online assessment school requirements. Furthermore, to measure the success of the educational institute and its stake holders, and to provide guidance for the students' academic success, might depend on the reliability of properly designed online or non-online assessments by the assessment literate educators (Ryan, 2018). For the IB results, there was a decrease in the worldwide average as compared to the previous years, however the results did manage to get slightly adjusted after some of the complaints and petitions raised by the students. The management might take in consideration for setting up the online assessment policies which might set a guidance level that could measure the effectivity of the learner's outcome. 2) Option 2: Level I, II and III: Remembering, understanding and Applying: MS. Office (Ms. Excel) using spreadsheet, as offline strategy.

Research Methodology
This research study is based on the mixed method using qualitative and quantitative analysis. This research is designed to know the significance of assessment literacy and need of assessment literate trainers. The quantitative correlation analysis is used to find the relationship between the assessment literate educators and their willingness to provide a professional development as trainers. The questionnaire titles are segregated into assessment literacy practice, assessments literacy skills, assessment literacy professional development training and need of becoming the trainers as part of qualitative research in order to analyze the significance and its correlation.
As part of the first analysis procedure, a secondary research report, data is collected from the UK and American International board results, which is further analyzed. These results are taken from the past 2-3 years and are compared against the newly 2020 released results, which were based on the online school formative results, predicted grades, historical data instead of the face-to-face final written examinations.

Population and Sample
This research of 32 respondents was collected as part of pilot testing. Their responses were used to test the validity and reliability of the questionnaire. The educators chosen at random from different schools comprised of teachers and administrators such as head of schools, heads of department.

Data Collection Tool
Secondary results collected from the international boards of UK and American Board. The IGCSE, ALEVEL and AS level are from the UK Board and International Baccalaureate is from the American Curriculum. These results were collected from the year 2018 -2020 for the result analysis report (ALEVEL/AS Level/ IGCSE/ IB level), to check how 2019 and/or 2018 results differed from that of 2020 results.
As a primary research a questionnaire survey was distributed to international school educators comprising of teachers and administrators. The questionnaire was distributed using online google forms. This questionnaire's purpose was to gain an insight of assessment literacy knowledge of the educators.

Data Analysis Tool
The collected data were used to present as descriptive and inferential data analysis using Microsoft Excel. Different advanced functions such as "What if Analysis", "Count if", "Coorel", "t-test", "STDEV.S" and basic formulas such as "Sum", "Average" were used.
The questionnaires were presented to the respondents, where the topics were segregated to count the frequency of the assessment literacy practice and assessments literacy skills as part of qualitative research in order to analyze the significance and its correlation. The Pearson correlation is then based on the frequency count of ies.ccsenet.
assessmen receiving a of receivin as part of q The secon the graphic from Grad The collec variables a teachers a qualificatio collected w the assessm

Finding
For the fir percentage

Analys
The 2020 whether th average in   Looking a seen either Accountin "A", was m grade "B's compariso fluctuation scores wer Figure 4IB represents 5.08(2020

Analys
The prima analysis o org . IB: IB Level at the results y r increased or ng and Busines much better as s and "C's" we on with the pre n ( Figure 2  Further taking to the next level of why the online assessments are important and the reason that the educators might need to get trained in the online assessment literacy, the standard deviation sample calculated to find the significance and correlation of assessment literacy. The t-test shows that 2-E 18 significance on assessment literacy and practice is calculated and 0.8127 significance on educators willing to receive training and train others as online assessment literate educators. To test this significance against 0.05 or .01 alpha, as stated the sample size is low, the score of significance is quite low. Where the correlation between the assessment literacy and train as assessment literate educators come around to 0.68 which shows a moderate relationship good enough to prove that Educators as teachers or management showing interest as they want to progress and making sure that the students are receiving proper online teaching and learning and prepared for reliable online assessments (table 7).

Discussion
As per the findings of the pretests which had led to the further research, the fluctuation in the 2020 academic results lead the students all around the world that they had felt cheated, as 17,000 students had signed a petition stating the injustice in the grading system. The IB grades had gone significantly low than what had been predicted and had sent for the final moderation reported as per the Inside Higher Ed report. However, the IB defended itself stating the fact that the average rouse from 29.62 to 29.90 for the year 2020 (Jaschik, 2020).
The primary research findings revealed that there are qualified and experienced teachers and school administrators with bachelors' and masters' degree, however; they lack the online assessment literacy skills. The highest percentage of the educators believe in testing the students with properly designed online formatives and summative; as the students' confidence level, emotions, ethics and their behavior gets affected either in positive or negative aspect. The experienced teachers and administrators possess the understanding of the Bloom's framework, but some of the educators lack the application process in the online assessment strategies. Furthermore, they have shown interest in receiving the necessary training requirements.

Conclusion
The year 2020 has taught an imperative lesson that students need to be well assessed with reliable online assessments. Due to the ongoing pandemic crises, the educators need to be trained as the assessment literate educators, with information communication technology tools integration using the Digital Bloom's Model. This research reveals that some experienced educators lack the need of online assessment literacy training skills and are inclined towards getting trained and would further develop the importance of online assessment literacy by educating others.

Recommendation
The fact cannot be neglected that educators need to be trained as online assessment literate educators'. The school management might need to think about an online assessment literacy Model built on the framework such as Digital Bloom to cater to the needs of the students. As the students are equipped with different learning abilities, and according to the Bloom's Taxonomy Model, teaching and learning has been made easy for the educators and the professional development trainers. Bloom's Taxonomy caters to the different needs taking in consideration of critical thinking skills and future researchers might be interested in designing a model with the integration of Digitally designed Assessments which also caters to the needs of educators in the preparation of reliable online assessments. The schools' Training plans might need to accommodate the online Assessment Literacy as part of the professional development program which can benefit the educators and the school administrators. The online assessment practices are also recommended for the student educators in the field of Educational degree level program. The Ministry of Education can initiate online assessments training courses to train the trainers regarding the online assessment literacy practices. 10 To what level do you agree that the level of students' achievement can be judged on mostly on setting higher percentage on the formative assessments than the summative.

11.
To what level do you agree that according to your experience during these pandemic times, students' performance on the online formative tests score is no different from that of the formatives taken in face to face class assessments.
12. How would you rate your level of confidence with the integration of Information Technology skills in preparation of the activities during the online teaching and learning?
13. How would you rate your level of confidence with the integration of Information Technology skills in creation of the activities during the online assessments?

14.
To what level do you agree that all educators should be trained with the online assessment preparation; including the proper use and integration of Information Technology tools.

15.
If you were given a chance in future to train other educators, what level of interest would you present as an Assessment literate trainers for your own school and/or outsiders.

16.
To what level do you think that the school management focuses on the completion of the curriculum on time and also encourages the teachers to do the same.

17.
How would you rate this statement that Students' scores on their final test as a Summative-Final exams are sometimes inconsistent with their performances on classroom assessments (Ongoing e.g., teacher tests or other in-class activities). The reason for such discrepancies occur due to students' fear factor as some students tend to freeze up on the Summative tests.

18.
How would you rate this statement that Students' scores on their final test as a Summative-Final exams are sometimes inconsistent with their performances on classroom assessments (Ongoing e.g., teacher tests or other in-class activities). The reason for such discrepancies occur due to the students often take summative tests less seriously than they take the formative classroom assessments.

19.
How would you rate this statement that Students' scores on their final test as a Summative-Final exams are sometimes inconsistent with their performances on classroom assessments (Ongoing e.g., teacher tests or other in-class activities). The reason for such discrepancies occur due to the students see the summative tests as means to recall of information while the formative classroom assessments measure more complex thinking.

20.
How would you rate this statement that Students' scores on their final test as a Summative-Final exams are sometimes inconsistent with their performances on classroom assessments (Ongoing e.g., teacher tests or other in-class activities). The reason for such discrepancies occurs due to students' low level of confidence which affects their performance on the Summative tests.

Copyrights
Copyright for this article is retained by the author(s), with first publication rights granted to the journal.
This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/).