Assessment literacy signifies a critical appreciation of assessment’s relationship to learning, and the capacity to successfully engage with assessment tasks. It demands a keen grasp of (assessment) techniques, methods, criteria, and standards; and an awareness of reliability, validity, transparency and authenticity. In staff and students, it is essential to excellence in teaching and learning that exceeds the expectations of stakeholders including quality regulators, employers, and professional bodies. Yet, more is needed for students to continue to perform effectively in assessment tasks: the explosion of digital technologies, especially AI, demands complementary skills such as digital literacy. Here, we share insights into perceived beliefs of staff and students about assessment literacy and present a framework that syntheses these to support assessment design and implementation. We then motivate the need for digital literacy as a natural extension of our current work to cope with hybrid-learning environments and address the challenges imposed by AI.

In this presentation, we report on results and developments in a cross-faculty research project into assessment literacy ongoing at the University of Bolton. In the presentation, we aim:
- To share insights on the perceived beliefs currently held by staff and students concerning what skills and practices constitute assessment literacy.
- To present an interim framework of assessment literacy that can be used to support assessment design, manage assessment expectation, and promote confidence in staff and students.
- To motivate the need for digital literacy as a natural complement to assessment literacy based on our current work; and
- To examine with participants the role and importance of digital literacy to assessment literacy to cope with hybrid-learning environments and address the challenges imposed by AI.

Keywords: Literacy, beliefs, assessment, digital, hybrid-learning.