Examining the Impact of Teachers’ Assessment Competency on Learners in Academia: A Study of Selected HEIs of Uzbekistan

Assessment evaluates students' performance against established criteria, standards, or learning objectives to analyse learning outcomes through formative or summative techniques through ongoing feedback and opportunities for improvement so that curriculum, instruction, and educational policies are adjusted according to the student's needs. In this light, the need for transformation is anticipated as never before, and teachers' initiative in becoming more assessment competent is a sine qua non. As Ashraf & Zolfaghari (2018) view it, students' academic performance outcomes and assessment quality are representatives of teacher assessment literacy (p425). Therefore, teachers must equip themselves with knowledge, skills, values, and attitudes to contribute to the well-being and sustainable development of the entire educational milieu. This research aims to analyse what teachers of selected HEIs in Uzbekistan think about the impact of their assessment literacy on encouraging learners' during seminars. This topic has been excessively researched in various levels of education in many European countries and the United States (Carroll, 1995, p67; Sadler, 1998, p77; Keppell & Carless, 2006, p181; Weurlander et al., 2012, p759), but suffers a dearth of focused studies in Uzbekistan. A quantitative technique is applied to collect data from more than 100 teachers of HEIs from different reputed universities of Tashkent, Uzbekistan. The findings reveal the extent to which students' in-class involvement and greater responsibility for learning and self-assessment improvement depends on the teacher's level of assessment literacy. Besides, the obtained findings suggest measures to develop teachers' assessment competency and consistently adhere to several essential principles for encouraging learners in active learning.