Abstract :
This study constitutes an attempt to see what Language assessment literacy (LAL) is
for three groups of stakeholders, namely LAL test developers, LAL instructors, and
LAL test-takers. The perceptions of the former group were derived from the content
analysis of the latest version of the LAL test, and those of the latter 2 groups were
assessed through a survey designed by the researcher. Participants were 54 M.A.
TEFL students sampled conveniently. Descriptive statistical analysis of the data
revealed that for test designers LAL is mainly a matter of knowledge and theory
with little importance accorded to skills and even less so to principles. For
instructors and test-takers, LAL was perceived to be mainly a matter of skills.
Moreover, test-takers perceived of LAL as the most challenging module of the test
because of its dealing with statistics, its theoretical nature, and test-takersʹ lack of
hands-on experience with language tests.
