Abstract
Language assessment literacy refers to language teachers’ knowledge of measurement principles, practices, and applications to classroom assessment, especially to language assessment issues. The study reports on Singapore primary and secondary Chinese Language teachers’ knowledge of language assessment. The survey involved 323 primary and secondary teachers who responded to the Assessment Literacy Scale prepared by the researchers. Results at the subtest and item levels revealed the teachers’ shortfalls in assessment literacy and indicated their training needs. The respondents were able to correctly answer general questions of commonsensical nature but were weak where specific technical knowledge was concerned. Findings from this study have implications for primary and secondary Chinese Language teachers’ training in assessment literacy.
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