assessing assessment literacy: insights from a high-stakes test

this study constitutes an attempt to see what language assessment literacy (lal) isfor three groups of stakeholders, namely lal test developers, lal instructors, andlal test-takers. the perceptions of the former group were derived from the contentanalysis of the latest version of the lal test, and those of the latter 2 groups wereassessed through a survey designed by the researcher. participants were 54 m.a.tefl students sampled conveniently. descriptive statistical analysis of the datarevealed that for test designers lal is mainly a matter of knowledge and theorywith little importance accorded to skills and even less so to principles. forinstructors 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 testbecause of its dealing with statistics, its theoretical nature, and test-takers' lack ofhands-on experience with language tests.