Fluency in Language Assessment Literacy: A Literature Review

: Fluency in Language Assessment Literacy (LAL) is increasingly recognized as a crucial competency for language teachers and learners alike. This literature review explores the concept of Language Assessment Literacy, its theoretical underpinnings, and its implications for language teaching and learning. The review delves into the role of assessment literacy in language education, highlighting its impact on teaching practices, learning outcomes, and student motivation. Additionally, it examines strategies for developing and enhancing assessment literacy among language educators, including training programs and professional development initiatives. Furthermore, the review identifies current trends and future directions in language assessment literacy research, emphasizing the need for continued efforts to promote assessment literacy in language education practice and policy. Overall, this review underscores the importance of fluency in LAL and calls for concerted action to foster its development among language educators and learners.


INTRODUCTION
Language assessment literacy (LAL) is a crucial competency for language teachers, enabling them to design and evaluate assessments within the context of language instruction (Sumardi & Guci, 2023).It has been recognized as an essential area for researchers and scholars seeking to enhance the language teaching environment (Sultana, 2019).The term 'assessment literacy' has gained widespread acceptance in educational research and has recently extended to the field of language testing through the concept of 'language assessment literacy' (LAL) (Pill & Harding, 2013).This literacy is particularly important in the context of English as a Second Language (ESL) and English as a Foreign Language (EFL) education, as demonstrated by a study on implementing assessment literacy in ESL/EFL at the undergraduate level in Bangladeshi universities (Karmaker, 2020).The study revealed barriers such as a lack of training in achieving assessment literacy, insufficient university support, and disparities between learning objectives and assessment techniques.
Furthermore, the importance of English language proficiency has been emphasized in literacy models, highlighting the strong connections among language, reading, and writing, even for second language learners of English or English learners (Paul & Alqraini, 2019).Additionally, the relevance of language assessment literacy is evident in the analysis of student literacy assessments in light of their levels of English language proficiency (Ostayan, 2016).This underscores the significance of LAL in ensuring fair and accurate assessments for English language learners.It is also important to consider the sociocultural aspects of language assessment literacy, as demonstrated in a study on criticality in English language literacy teaching in an Iranian English language institute (Aghaei & Rajabi, 2014).This study emphasized the construction of English language literacy in a specific sociocultural context, highlighting the need for a nuanced understanding of LAL in diverse educational settings.In conclusion, language assessment literacy is a multifaceted and essential competency for language teachers, researchers, and scholars.It plays a crucial role in ensuring fair, accurate, and culturally sensitive assessments for English language learners, particularly in diverse educational contexts.
Additionally, the need for a high degree of assessment literacy among educators, especially those involved in language assessment training, has been emphasized (Kim et al., 2020).Moreover, the use of serious game-based assessment for language literacy learning has garnered positive feedback and satisfaction among respondents, indicating its potential in enhancing language assessment literacy (Aziz et al., 2019).In the context of teacher development, the assessment literacy levels of foreign language teachers have been investigated, with a focus on the impact of experience and post-graduate education on their assessment literacy (Büyükkarcı, 2016).This underscores the significance of continuous professional development and training in enhancing language assessment literacy among educators.Overall, language assessment literacy plays a pivotal role in language instruction and education, encompassing a diverse set of competencies and principles that are essential for effective teaching and assessment practices.
This article aims to contribute to a deeper understanding of Fluency in English Language Assessment Literacy and its importance in promoting effective language teaching and learning practices.It serves as a valuable resource for educators, researchers, policymakers, and other stakeholders in the field of language education.

RESEARCH METHOD
The purpose of this literature review is to examine the concept of Fluency in Language Assessment Literacy (LAL) and its significance in language education.It aims to provide a comprehensive understanding of LAL, including its theoretical foundations, practical implications, and current trends in research and practice.There are 70 literatures related to LAL in this study.By synthesizing existing literature, this review seeks to elucidate the role of assessment literacy in language teaching and learning, exploring its impact on teaching practices, learning outcomes, and student motivation.The scope of the literature review encompasses various aspects related to LAL, including: definition and components of LAL, theoretical frameworks and models, educational policy, assessment literacy development and training, current trends and future directions and current trends and emerging areas of research in LAL

RESULT AND DISCUSSION
In this section, we delve into a comprehensive discussion of the findings and results obtained from the literature review on Fluency in Language Assessment Literacy (LAL).Through a systematic analysis of relevant literature, we have examined the theoretical underpinnings, practical implications, and current trends surrounding LAL in the context of language teaching and learning.The discussion encapsulates key insights gleaned from the literature review, offering a nuanced understanding of the significance of assessment literacy in language education.Furthermore, we explore the implications of our findings for language educators, learners, policymakers, and other stakeholders in the field.By synthesizing and interpreting the results of the literature review, this discussion aims to contribute to a deeper understanding of Fluency in LAL and its pivotal role in promoting effective language education practices.

Definition of Language Assessment Literacy
Language assessment literacy refers to the essential competencies that enable language teachers to develop and evaluate assessments within the context of language instruction (Sumardi & Guci, 2023).It involves a series of skills and knowledge that allow educators to design and implement effective assessment tools to measure language proficiency and learning outcomes.This includes the ability to understand and apply different assessment methods, interpret assessment results, and make data-driven decisions to improve language teaching and learning (Tonelli & Quevedo Camargo, 2018).The process of language assessment literacy is ongoing, involving the appropriation of relevant discourses and the continuous development of teachers' assessment competencies.The importance of language assessment literacy is underscored by the need for teacher training and professional development in the field of language testing and assessment (Vogt & Tsagari, 2014).Research has shown that the quality of language testing and assessment is closely linked to the training of both pre-service and in-service language teachers, highlighting the significance of assessment literacy in ensuring the effectiveness and reliability of language assessment.
In addition, the Common European Framework of Reference for Languages (CEFR) plays a crucial role in assessing and evaluating foreign language acquisition and teaching, emphasizing the importance of assessment literacy for language teachers working within this framework (Fişekcioğlu, 2022).In addition, the concept of language assessment literacy extends to the consideration of higherorder thinking skills in language education (Bøhn, 2018).Assessing content in a curriculum-based EFL oral exam requires teachers to be proficient in evaluating not only language proficiency but also the application of higher-order thinking skills, emphasizing the multifaceted nature of language assessment literacy in the educational context.Overall, language assessment literacy encompasses a range of competencies and skills that are essential for language teachers to effectively design, implement, and evaluate assessments within the language instruction context.It is an ongoing process that requires continuous professional development and training to ensure the quality and reliability of language assessments.

Component of Language Assessment Literacy
Language assessment literacy encompasses a range of components that are essential for language teachers to effectively design, implement, and evaluate language assessments.The components of language assessment literacy include skills, knowledge, principles, comprehension, phonological awareness, phonics, print convention knowledge, fluency, language pedagogy, sociocultural values, local practices, personal beliefs and attitudes, scores, decision making, critical reading and thinking skills, and classroombased assessment knowledge and practice (Csépes, 2021;Khadijeh & Amir, 2015a;Khamkhong, 2018;Kremmel & Harding, 2020;Lam, 2015;Mertzani, 2022;Sumardi & Guci, 2023;Tajeddin et al., 2022).These components are crucial for language teachers to develop a deep understanding of assessment practices and to make informed decisions about assessment design and implementation.
Additionally, language assessment literacy involves the ability to monitor, grade, and score assessments based on theoretical knowledge, as well as the capacity to critically evaluate language tests and other assessment procedures (Şişman & Büyükkarcı, 2019).Furthermore, language assessment literacy is linked to the development of linguistic competences, such as phonological, orthographic, and orthoepic competences, which are necessary for successful communication (Fojkar, 2014;Rohde, 2015).These components are essential for language teachers to effectively navigate the complexities of language assessment and to ensure that assessments are valid, reliable, and aligned with the goals of language instruction.

Theoretical Model and Framework Relevant to LAL
Language assessment literacy (LAL) is a crucial area of study that has garnered attention from scholars and researchers in the field of language assessment.The development of theoretical models and frameworks to understand LAL has been a focal point of various studies.Kremmel & Harding (2020) highlight the need for a comprehensive, empirical model of LAL across different stakeholder groups, emphasizing the importance of developing the Language Assessment Literacy Survey.This underscores the significance of understanding LAL from an empirical perspective and its impact on various stakeholders involved in language assessment.Furthermore, Manten et al. (2020) discuss the application of the Comprehensive Emergent Literacy Model (CELM) theoretical framework in investigating the early literacy skills of English second language learners in South Africa.This demonstrates the relevance of theoretical frameworks, such as CELM, in understanding the impact of context on the acquisition of early literacy skills, which is pertinent to the broader discussion of LAL.In addition, Giraldo (2018) emphasizes the need to examine the knowledge, skills, and principles required for assessment, defining LAL as a critical component in language teaching.This aligns with the broader understanding of LAL as an essential aspect of language teaching and assessment practices.
Moreover, (Sultana, 2019) highlights the uncharted nature of LAL for English language teachers in Bangladesh, shedding light on the critical need for research and development in this area.This underscores the significance of further exploration and understanding of LAL within specific educational contexts.In conclusion, the theoretical models and frameworks relevant to Language Assessment Literacy encompass a wide array of perspectives, ranging from empirical models to the application of specific theoretical frameworks.These studies collectively emphasize the importance of understanding LAL across different contexts and stakeholder groups, providing valuable insights for language assessment practitioners and researchers.

Relationship between Language Assessment Literacy and Language Proficiency
The relationship between language assessment literacy and language proficiency is complex and multifaceted.Language proficiency, encompassing aspects such as vocabulary, grammatical knowledge, and narrative production, is influenced by various factors including bilingualism, sociolinguistic environment, and metalinguistic awareness (Jacobson et al., 2016;Karlsen et al., 2016;Shahmirzadi, 2017).Furthermore, the level of proficiency in a language, whether it is the first or second language, has been found to impact early literacy skills and assessments (Lonigan et al., 2018;Ostayan, 2016).For instance, language-minority children exhibit diverse proficiency levels in their first and second languages, and their growth in early literacy skills is closely associated with their proficiency in the respective languages (Lonigan et al., 2018).
Language assessment literacy, on the other hand, plays a crucial role in evaluating language proficiency.Teachers' understanding of language assessment literacy, particularly in relation to oral proficiency, is essential for effective classroom-based assessments (Norhasim & Mohamad, 2020).Moreover, the effects of language proficiency and contextual factors on second language learners' written narratives emphasize the significance of language assessment literacy in understanding and interpreting language proficiency assessments (Dosi & Douka, 2021).

The Role of Assessment Literacy in Language Teaching and Learning
Assessment literacy stands as a cornerstone in the realm of language teaching and learning, shaping instructional practices and influencing student outcomes in profound ways.In this section, we delve into the multifaceted role of assessment literacy and its impact on language education.

Impact of Assessment Literacy on Language Teaching Practices
Assessment literacy plays a crucial role in shaping language teaching practices.Büyükkarcı (2016) emphasizes the significance of teacher assessment literacy in the success of language teaching.The study investigates the assessment literacy levels of foreign language teachers and explores the potential impact of experience and post-graduate education on their assessment literacy.Similarly, DiBiase-Lubrano (2018) underscores the importance of assessment literacy for language faculty, particularly in a university language center setting.It discusses the support for assessment literacy and the effectiveness of assessment literacy studies through survey responses.
In addition to, Halbach (2018) suggests a shift in foreign language teaching towards literacy development to meet the changed needs and attitudes.This aligns with the idea that assessment literacy is essential for language teachers to effectively evaluate and support students' literacy development.Additionally, Liu (2017) delves into critical literacy practices in EFL reading classrooms, highlighting the integration of critical literacy practice and its contributions to language proficiency and students' identities.This underscores the interconnectedness of assessment literacy and language teaching practices, as a deeper understanding of literacy practices can enhance language teaching effectiveness.In contrast, references such as (Bingham et al., 2017;Bottura et al., 2019), and Nabhan & Hidayat (2018) focus on literacy practices, but their emphasis is not directly related to assessment literacy in language teaching.Similarly, references like Rowland et al. (2014) and Su & Ma (2021) discuss literacy theories and teaching characteristics, but they do not specifically address the impact of assessment literacy on language teaching practices.Therefore, these references are not directly relevant to the task at hand.

Effects of Assessment Literacy on Language Learning Outcomes
Assessment literacy plays a crucial role in language learning outcomes.Research has shown that language literacy skills can indirectly affect students' outcomes in various fields, including science (Ramadhanty et al., 2020) .Additionally, the level of language proficiency can impact literacy assessments, highlighting the importance of considering students' language abilities when conducting assessments (Ostayan, 2016).Furthermore, the challenges in implementing classroom-based assessment for oral proficiency, such as the dependency on summative and standardized tests, ineffective courses and trainings, and the low level of language assessment literacy among teachers, can hinder the accurate evaluation of students' language learning outcomes (Norhasim & Mohamad, 2020).It is evident that assessment literacy is not only essential for students but also for teachers.
Studies have investigated the assessment literacy levels of foreign language teachers and the impact of experience and post-graduate education on their assessment literacy (Büyükkarcı, 2016).Moreover, the assessment literacy of English as a Foreign Language (EFL) teachers in developing nations, such as Bangladesh and Saudi Arabia, has been explored, emphasizing the need for further research in this area (Umer et al., 2018).The significance of language assessment literacy has also been highlighted, indicating that it is a critical field for improving the language teaching environment (Sultana, 2019).Finally, the development and validation of instruments for assessing cognitive impairment that may hinder literacy learning in adult second language learners further underscores the importance of understanding the cognitive aspects of literacy learning (Nielsen & Vinnner, 2023).

Relationship between Assessment Literacy and Student Motivation
The relationship between teacher language assessment literacy and student motivation is crucial in language education.Language assessment literacy involves teachers' ability to develop, interpret, and utilize language assessments effectively (Sumardi & Guci, 2023).It is essential for teachers to understand the interpretive nature of assessment and to be aware of their own knowledge and practices that shape their decisions in assessment and their students' language learning (Khadijeh & Amir, 2015b).
the awareness and efficiency in assessment literacy significantly impact learners' performance in different language skills and contribute to a reliable assessment framework (Karmaker, 2020).In the context of student motivation, integrative motivation, which involves the desire to learn a language to communicate with speakers of that language, and instrumental motivation, which pertains to achieving specific goals such as employment or passing exams, are significant factors influencing students' motivation to learn a language (Suryasa et al., 2017).Students' motivation in learning a language is often driven by the recognition of the language's international significance and its potential to provide better job opportunities.The link between teacher language assessment literacy and student motivation is evident.Teachers with high assessment literacy are better equipped to design assessments that align with students' language learning goals, which can positively impact student motivation.Additionally, teachers' ability to create assessments that are student-centered and integrated with language skills can contribute to fostering a supportive and motivating learning environment (Giraldo, 2020).

Assessment Literacy Development and Training
As the landscape of language education continues to evolve, the cultivation of assessment literacy among language educators emerges as a pivotal endeavor.This section delves into the various approaches, strategies, and challenges inherent in the development and enhancement of LAL among language educators.

Approaches and Strategies for Developing LAL Among Language Teachers
Developing teacher language assessment literacy is crucial for educators to effectively evaluate their preconceptions, understand the interpretive nature of assessment, and become aware of their own framework of knowledge that shapes their decisions in assessment and students' language learning (Khadijeh & Amir, 2015).Professional development strategies for teachers include the development of literacy among second-language learners, cross-linguistic relationships, socio-cultural context, strategies for educating language-minority students, and student assessment (Wafa, 2014).Language assessment literacy involves skills for developing tests, interpreting results, and using the interpretation to improve language instruction and evaluate test quality (Sumardi & Guci, 2023).A study suggests that a newly-developed scale can serve as a valid tool to explore language teachers' classroom-based assessment literacy (Tajeddin et al., 2022).There is an increased focus on supporting teachers' assessment literacy, which involves negotiating and articulating classroom and cultural contexts to promote student learning towards educational standards (DeLuca et al., 2019).Professional development programs, whether online or face-to-face, are emphasized to improve inservice language teachers' language assessment literacy (Şisman & Buyukkarci, 2019) Assessment literacy is a dynamic, context-dependent social practice that involves teachers articulating and negotiating classroom and cultural knowledge to achieve student learning goals (DeLuca et al., 2019).Assessment literacy has been widely discussed and researched in the context of teacher education and development (Büyükkarcı, 2016).Continuing professional development is crucial for teachers to update themselves and increase their assessment literacy, especially in the context of assessing young learners in English language learning (Umam & Indah, 2020).There are gaps in developing classroom-based language assessment literacy for in-service EFL teachers, highlighting the need for further research and development in this area (Lan & Fan, 2019).

Training Programs and Professional Development Opportunities for Enhancing Assessment Literacy
Enhancing language assessment literacy among teachers is crucial for improving the quality of language education.Existing initiatives have shown potential in advancing teachers' language assessment literacy and contributing to their professional development (Giraldo, 2021).However, challenges exist, and it is essential for stakeholders such as school principals, educational authorities, and training providers to consider these challenges when designing future training programs to enhance language assessment literacy for English language teaching (Sumardi & Guci, 2023).Professional development programs, whether online or face-to-face, have been emphasized as significant tools for improving in-service language teachers' language assessment literacy (Sisman & Buyukkarci, 2019).In the context of Bangladesh, training has been identified as a helpful tool in developing the assessment literacy of language teachers (Sultana, 2019).
Moreover, research has highlighted the importance of data in providing valuable feedback to advance teachers' professional development through language assessment literacy (Giraldo, 2020).Strategies for professional development of teachers, including the development of literacy among second-language learners and student assessment, have been explored in the context of Arabic language teachers in Michigan (Wafa, 2014).Additionally, professionals working to support children's language development, such as educators and speech-language pathologists, need to assess and monitor children's language learning progress to lay the foundation for later developing literacy skills (McIntyre et al., 2017).Furthermore, selfreported knowledge on literacy among speech-language pathologists and special education teachers underscores the need for deepening the training of professional staff, especially in addressing written language (Zadunaisky-Ehrlich & Yifat, 2022).
Innovative teacher training opportunities can be advanced by shedding light on how primary English language school teachers can design suitable pedagogic approaches to foster overall literacy development (Lucas, 2020).Additionally, inter-professional education programs play a role in preparing prospective teachers and speech and language pathologists for collaborative language-literacy instruction, emphasizing the importance of collaboration in enhancing language assessment literacy (Wilson et al., 2016).

Challenges and Barriers in Promoting Assessment Literacy
Promoting language assessment literacy faces several challenges and barriers, as evidenced by recent research.Karmaker (2020) highlighted the lack of training in achieving assessment literacy, insufficient university support, and disparity between learning objectives and assessment techniques as significant barriers in implementing assessment literacy in English language teaching at the undergraduate level.Similarly, Chi (2022) emphasized that even the inadequacy of one dimension of language assessment literacy is likely to cause challenges for college English teachers as assessors.Furthermore, (Sumardi & Guci, 2023) out that inaccurate and invalid language assessment issues were mainly due to teachers' lower level of assessment literacy and inadequate skills to design higher-order thinking skills (HOTS) based language assessments.These findings collectively underscore the multifaceted nature of challenges and barriers in promoting language assessment literacy, ranging from inadequate training and support to the complexities of assessing individuals with low literacy.Addressing these challenges will require a comprehensive approach that considers the various dimensions of language assessment literacy and explores alternative assessment methods to mitigate language barriers.

Current Trends and Future Directions in LAL Research
In the ever-evolving landscape of language education, staying attuned to current trends and future directions in Language Assessment Literacy (LAL) research is essential for driving innovation and fostering continuous improvement in language teaching and learning practices.This section embarks on a journey to explore the emerging trends and research priorities in the field of LAL, while also charting the course for future endeavors aimed at enhancing assessment literacy among language educators and learners.

Emerging Trends and Research Priorities in The Field of LAL
Language assessment literacy (LAL) has gained recognition as a crucial aspect in the field of language testing and education (Hildén & Fröjdendahl, 2018).The importance of LAL for language testers and educators has been acknowledged, leading to its emergence as a theme in conferences and other professional platforms.Hildén & Fröjdendahl (2018) aimed to review studies on foreign/second language teachers' LAL, highlighting the increasing attention given to this area of research.Furthermore, Ali Salami & Mastour Alharthi (2022) emphasized the significance of improving teachers' LAL to ensure the quality of language testing and assessment.
The relationship between language proficiency and literacy has been a subject of interest, particularly in the context of language minority adults (Jacobson et al., 2016).They raised questions regarding how language proficiency and sociolinguistic environment influence health literacy in language minority adults, emphasizing the need for further investigation in this area.Additionally, Lau & Richards (2021) presented evidence of a positive association between the home literacy environment (HLE) and children's language and literacy development, underscoring the impact of environmental factors on literacy skills.In the context of language assessment, the design of assessment tasks has been highlighted as a crucial aspect of teachers' assessment literacy (Koh et al., 2018).They emphasized the importance of developing Chinese language teachers' capacity in using language assessment tasks aligned with the intended curriculum, reflecting the growing emphasis on task design in language assessment literacy.Overall, the emerging trends and research priorities in the field of Language Assessment Literacy encompass the recognition of LAL as a critical area for language testers and educators, the increasing focus on teachers' LAL, the influence of language proficiency and environmental factors on literacy, and the importance of assessment task design in enhancing teachers' assessment literacy.

Future Directions for Enhancing Assessment Literacy among Language Educators and Learners
Enhancing assessment literacy among language educators and learners is crucial for ensuring fair and accurate evaluation of language proficiency.Several studies provide valuable insights into the challenges and prospects in this area.Sumardi & Guci (2023)emphasize the need for future training programs to enhance English language teaching (ELT) teachers' language assessment literacy, highlighting the role of school principals, educational authorities, and training providers in this endeavor.Additionally, Kim et al. (2020) shed light on the difficulties educators face in interpreting score reports, indicating the necessity of developing resources to support educators' assessment literacy and enhance the quality of score reports.Goodrich et al. (2023) & Mellati & Khademi (2018) stress the critical roles of special education teachers, speechlanguage pathologists, and school psychologists in ensuring unbiased and equitable assessment practices for multilingual children, emphasizing the need to avoid misidentification due to differences in language exposure and use.Mellati & Khademi (2018) highlight the multifaceted objectives of classroom assessment, including addressing learners' needs, evaluating learners and instruction, and motivating learners, underscoring the importance of teachers' assessment literacy in achieving these goals.
Moreover, Warner & Dupuy (2018) discuss the impact of new literacy practices and digital communication media on foreign language (FL) educators, emphasizing the need to confront the multilingual reality of contemporary communities in language teaching.Baker & Scott (2016) emphasize the importance of addressing early communication and language needs, determining effective instructional techniques and assessments, and strengthening the first language to support second language learning for deaf and hard of hearing multilingual learners.
In addition, Emm & Hawkins (2020) highlight the connections between language literacy and digital and social futures, indicating the evolving nature of literacy in the context of technological advancements.
Waemusa & Jongwattanapaiboon (2023) suggest that digital literacies can enhance language learning through appropriate use of mobile technology, aligning with the evolving digital landscape and its impact on language education.

Language Assessment Literacy and Educational Policy
To promote language assessment literacy, policymakers should consider several key recommendations.Firstly, it is essential to design future training programs to enhance language assessment literacy among English Language Teaching (ELT) teachers (Sumardi & Guci, 2023).These programs should focus on Higher Order Thinking Skills (HOTS) based language assessment literacy, addressing the challenges and prospects in English language teaching.Additionally, policymakers should emphasize the importance of language proficiency and sociolinguistic environment in promoting health literacy, particularly among language minority adults (Jacobson et al., 2016).This involves adopting language approaches that are more suitable for measuring health literacy in these populations and conducting further place-based research to understand the connection between language proficiency and health, especially in border communities.
Policymakers should take into account the implications of diverse language values and practices across regions when developing language-in-education policy for adult literacy provision, particularly in countries in the global south (Boon et al., 2021).This requires a nuanced understanding of the linguistic diversity and cultural practices within different regions to effectively shape language policy.Additionally, collaborative approaches and mentorship between preschool teachers and Speech-Language Therapists (SLTs) should be promoted to enhance language and literacy development in under-served preschools (Giacovazzi et al., 2021).Policymakers should consider supporting initiatives that utilize environmental print as a stimulus material to promote emergent literacy in under-served communities.
Moreover, it is crucial to focus on facilitating language and literacy development through multilinguistic approaches for assessment and intervention (Meaux et al., 2020).Policymakers should recognize the effectiveness of morphological awareness in language and literacy development and prioritize its incorporation into assessment and intervention strategies.Additionally, policymakers should consider the role of English as a Lingua Franca in multilingual societies and provide recommendations for educators on utilizing best practices from literacy, culture, and language education literature to improve the quality of education within the confines of language policy impasses (Iyer & Ramachandran, 2019).
Finally, policymakers should emphasize the importance of community-based opportunities for education, such as English as a second language (ESL) programs, to improve health literacy among Spanish speakers (Soto Mas, Cordova, et al., 2015;Soto Mas, Ji, et al., 2015).These programs can play a significant role in facilitating a healthliterate society and should be supported through relevant policy initiatives.

CONCLUSION
LAL encompasses a range of competencies, including knowledge of assessment principles, proficiency in assessment techniques, and the ability to interpret and use assessment data effectively.Assessment literacy has been shown to significantly impact teaching practices, learning outcomes, and student motivation in language education.Strategies for developing and enhancing LAL among language educators include training programs, professional development initiatives, and the integration of assessment literacy into language teaching practices.Analysis of educational policies has underscored the importance of assessment literacy in shaping curriculum development and assessment standards.
The significance of fluency in LAL cannot be overstated in the context of language teaching and learning.A strong foundation in assessment literacy enables educators to design effective assessments, provide meaningful feedback, and adapt instruction to meet the diverse needs of learners.Moreover, assessment-literate educators are better equipped to foster a positive learning environment, enhance student engagement, and promote lifelong learning skills.For learners, fluency in LAL cultivates critical thinking, self-regulation, and metacognitive awareness, empowering them to become active participants in their own learning journey.Ultimately, fluency in LAL is essential for fostering quality language education and supporting the academic and personal development of learners.
In light of the findings presented in this literature review, there is a clear call to action for promoting assessment literacy in language education practice and policy.Educators, administrators, policymakers, and other stakeholders must prioritize the development and enhancement of assessment literacy among language educators.This can be achieved through targeted training programs, ongoing professional development opportunities, and the integration of assessment literacy into teacher education curricula.Additionally, policymakers play a crucial role in establishing clear standards and guidelines for assessment literacy, ensuring that it is recognized and valued as an essential component of effective language education.By collectively embracing and advancing assessment literacy, we can foster a culture of excellence in language teaching and learning, ultimately empowering educators and learners to achieve their full potential.