Over the past three decades, policy and professional standards have repeatedly called teachers to integrate assessment continuously across their practice in various ways to identify, monitor, support, evaluate, and report on student learning. Educational researchers have conceptualized and operationalized multiple constructs to understand teachers’ classroom assessment practice including ‘assessment competency,’ ‘assessment literacy,’ and later, ‘assessment capability’ and ‘assessment identity.’ The result of these multiple constructs presents a constellation of assessment discourses, which have influenced contemporary educational policies and professional development practices across systems, shaping understandings of teachers’ assessment work. Yet of concern is the resulting confusion that ensues when multiple discourses related to the same professional responsibility proliferate in a short timeframe, arising from dissimilar historic foundations, and each replete with epistemological assumptions and unique connotations for practice. As such, our aim in this paper is to critically map the constellation of assessment capacity discourses through a scoping review methodology to examine how these related discourses have been conceptualized for pre-service or in-service teachers. Driving this analytic mapping was the following research question: How are assessment competence, assessment literacy, assessment capability, and assessment identity conceptualized in peer-reviewed research? Specifically, we were interested in analyzing the evolution of each construct over time (i.e. since the introduction of the construct into peer-reviewed literature) and space (i.e. geography), and in considering how the constructs contribute toward a current view of teachers’ assessment work. To this end, our provides the basis for theorizing new directions and possibilities for supporting teachers’ in their assessment roles and responsibilities.

在过去的三十年里，政策和专业标准一再要求教师以各种方式不断地将评估整合到他们的实践中，以识别、监控、支持、评估和报告学生的学习情况。教育研究人员已经将多种结构概念化和操作化，以了解教师的课堂评估实践，包括“评估能力”、“评估素养”，以及后来的“评估能力”和“评估身份”。这些多重结构的结果呈现出一系列评估话语，这些话语影响了当代教育政策和跨系统的专业发展实践，塑造了对教师评估工作的理解。然而，令人担忧的是，当与同一职业责任相关的多种话语在很短的时间内激增，产生于不同的历史基础，并且每一个都充满了认识论假设和独特的实践内涵时，随之而来的混乱。因此，我们在本文中的目的是通过范围界定审查方法批判性地绘制评估能力话语的星座，以检查这些相关话语是如何为职前或在职教师概念化的。推动这种分析映射的是以下研究问题：评估能力、评估素养、评估能力和评估身份如何在同行评审研究中概念化？具体来说，我们有兴趣分析每个构造随时间的演变（即 自从将结构引入同行评议的文献）和空间（即地理），以及考虑这些结构如何有助于当前对教师评估工作的看法。为此，我们为支持教师的评估角色和责任的新方向和可能性提供了理论基础。