Digital Assessment Literacy among University Lecturers in Central Asia

This study examines how university lecturers across Central Asia adopt digital assessment tools and interpret their pedagogical implications. Drawing on a mixed-methods survey of 312 instructors and follow-up interviews, the paper identifies three literacy layers: technical operation, assessment design, and ethical data use. Findings show that institutional training often prioritises platform mechanics over constructive alignment, leaving gaps in feedback quality and academic integrity safeguards. The authors propose a regional framework for assessment literacy that links faculty development, quality assurance, and student experience.