Assessment literacy (AL) is considered important for teachers of any discipline. Given that language assessment is a fundamental responsibility of educators, the discipline of language testing is promoting research on the fundamental knowledge, skills, and principles that are essential for effective assessment. Though Language Assessment Literacy (LAL) has been studied widely in various contexts, it remains insufficiently explored in Bangladesh. This study aims to investigate the current state of LAL among Higher Secondary-level English teachers and its impact on their assessment practices. Using in-depth interviews and observation as research instruments, this ethnographic study critically examines perceptions of teachers towards their language assessment literacy and its impact on regular assessment practices. The findings identified that teachers’ understanding of the assessment principles is either flawed or narrowed. Their limited academic and professional experience in assessment design and implementation hampers their ability to develop and apply assessments effectively. The findings suggest implications for language assessment literacy and offer important insights for English teachers, teacher educators, and policymakers involved in English language teaching at the higher secondary level in Bangladesh.
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