While the study effectively identifies gaps in teachers’ assessment literacy, it does not explore whether differences in teaching experience or school location (urban vs. rural) influence these challenges. Were any comparative analyses conducted to determine if less experienced teachers or those in rural settings face greater difficulties in implementing speaking assessments? Additionally, the study reports low confidence levels among teachers in communicating assessment results, but it does not clarify whether this is due to a lack of standardized guidelines or personal uncertainty in grading speaking tasks. Could further discussion on these aspects provide more actionable recommendations for professional development programs?
This study does a great job of identifying gaps in teachers’ assessment literacy, but it doesn’t really dig into whether teaching experience or school location (urban vs. rural) plays a role in these challenges. It would be interesting to see if less experienced teachers or those in rural areas struggle more with speaking assessments. If any data were collected on this, a bit of comparison could add valuable insights. If not, maybe the authors could suggest this as a direction for future research.
The point about teachers’ low confidence in communicating assessment results is also important. Right now, it’s not entirely clear whether this stems from a lack of standardized guidelines or personal uncertainty in grading. A little more discussion on this could help shape better professional development programs. Maybe exploring whether clearer grading frameworks or targeted training would boost teachers’ confidence could add more depth to the study’s recommendations.