Assessment literacy relates to teacher's ability to know and clearly understand the purpose, measurement, evaluation and use of assessment to report the overall level of student achievement in a particular subject or time period, reflect and take continuous follow-up action to improve instructional, student’s capability and achievement in learning. The purpose of this paper is to use co-citation analysis to detect the evolution of prior research linked to assessment literacy by identify the major sources and the classes they create (i.e. clusters) and reviews the significance of the aspects commonly mentioned by the authors in studies. The Scopus search engine was used to find the papers that were reviewed. All collected data were examined using the VOSviewer software to provide bibliometric results. The review's primary focus is on assessment literacy research that is associated to discussion in educational activities. Finally, the data show that co-occurrence of keywords in documents and co-authorship by author indicate seven and six clusters, respectively. Six primary categories of co-authorship, as follows: (1) Changes to the education assessment system, as well as prospective teacher's trust in its implementation, (2) The requirement for assessment concepts, (3) Literacy and data interpretation from teachers, (4) Assessing literacy and global needs, (5) Factors affecting teacher assessment, and (6) Methods for enhancing teachers' assessment literacy in learning. This paper analysis aims to provide a more thorough knowledge of the evolution of research topics, scientific practice and trends in new and interesting fields of study.

Knowledge of research methodology is important for those who are required to read research articles. With the knowledge of research methodology, students will be able to evaluate whether the methods employed by the author is appropriate for the study. However, the differences in research experience between master and doctoral students influence their expectation of research methodology course. This paper examined the level of research methodology knowledge of master and doctoral research students in education after attending a series of research methodology courses. Based on 39 respondents, this paper revealed that both groups are at Moderate Low level. Further analysis revealed that 44.4% of master students are at Low level compared to only 23.8% of doctoral students who are found at the Low level. It was also revealed that both groups have difficulties in quantitative research concepts specifically on research design, sampling, and data collection topics. The most common suggestions received from master students are to segregate the course between master and doctoral students and to have more specific content on the course. Future study should have more representatives of postgraduate students and larger samples for inferential statistics to compare mean between the groups and to examine the association between research experiences and research methodology knowledge.

Statistical literacy is an essential component of research literacy demanded for the research students to master as they are required to read, comprehend, and evaluate research articles. Misinterpretations of data and research findings are among the unfavorable results in the lack of research literacy. Consequently, it will affect the quality of their research and eventually leads to ripple impact on other researchers. However, this study is still under researched especially among postgraduate research students. Therefore, this paper examined statistical literacy level among postgraduate research students. This study was a survey conducted with a sample of 236 education postgraduate research students by using a set of statistical literacy items. The data were analysed using Rasch Analysis approach which includes item and person measures. Findings suggested that postgraduate students‘ statistical literacy level is at Moderate Low level. The findings also revealed that the hardest items to be answered by the students are related to hypothesis testing (significant value). In order for students to improve their statistical literacy, this study suggested that the instructors and institutions to reexamine and to explore new methods of teaching and learning statistics.

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<span lang="EN-US">A teacher classroom assessment literacy (TeCAL) instrument was developed to measure the level of teacher classroom assessment literacy in schools. TeCAL contains 66 multiple choice items with four options based on four constructs namely purpose, measurement, evaluation and use. Thus, this study aims to identify the psychometric properties of TeCAL using Rasch measurement model (RMM) analysis through Winstep software version 3.72.3. The findings show that the compatibility values of mean square (MNSQ) infit and outfit items ranged from 0.64 to 1.46 and 0.40 to 2.23, respectively. The value of MNSQ outfit was outside the set range, but still met the other fit statistics indicator which has a positive point measure correlation (PTMEA) value. In addition, the findings show that the empirical raw variance explained by measures is 38.2%. It was very close to the modeled value of 38.4% with the empirical unexplained variance in 1st contrast being 7.5% less than the maximum controlled 15%. Largest standardized residual correlations identified 10 pairs of dependent items to be less than 0.7. The person and item reliability index values were 0.94 and 0.89 with separation index values of 2.90 and 3.80, respectively. Overall, this psychometric analysis is crucial to ensure that the TeCAL instrument has good quality and meaningful to use.</span>