Developing an Assessment for Learning (D-R-F-A Model) through Digital Reflective Practices to Enhance Assessment Literacy among Pre-Service Teachers

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, Refle