Assessment literacy (AL) is widely recognised as central to effective practice in higher education, yet its application remains complex and context-dependent. This report synthesizes three key areas of contemporary AL research: assessment validity in the age of Generative AI (GenAI), inclusive assessment, and authentic assessment. It examines their effects on student learning outcomes, underlying mechanisms, the strength of the evidence base, and implications for practice.

The analysis suggests that the impact of assessment is contingent on design and context. GenAI challenges traditional product-based assessment, while process-oriented and programmatic approaches appear more effective in supporting valid interpretations of learning. Inclusive assessment is associated with increased engagement, motivation, and sense of belonging, though effects on measurable outcomes remain mixed. Similarly, authentic assessment can support deeper engagement when aligned with meaningful contexts, but its effectiveness depends on implementation.

Across all areas, alignment between assessment design, pedagogy, and learning outcomes is critical. While there is converging support for these approaches, the evidence base remains context-specific and methodologically constrained. Developing AL therefore requires the capacity to make informed, context-sensitive decisions about assessment design and implementation.