Abstract
Abstract This chapter provides an overview of language assessment literacy (LAL) as it relates to spoken language assessment. The chapter begins by charting developments in how LAL has been defined and conceptualized in language assessment research. Then, specific knowledge and skills related to the assessment of spoken language are discussed, organized according to the nine dimensions of LAL identified in Kremmel and Harding’s survey-based study. Critical issues are raised throughout with respect to the unique challenges involved in assessing spoken language in a fair, equitable, and inclusive manner. The authors conclude by pointing to future directions for LAL and highlight the increasingly important role of technology in language assessment practices.
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