Numerous references to ‘new’ literacies have been added to the discourse of various academic and public domains, resulting in a multiplication of literacies. Among them is the term ‘language assessment literacy’ (LAL), which has been used as a subset of Assessment Literacy (AL) (Gan & Lam, 2022) in the field of language testing and assessment and has not been uncontested. LAL refers to the skills, knowledge, methods, techniques and principles needed by various stakeholders in language assessment to design and carry out effective assessment tasks and to make informed decisions based on assessment data (e.g., Fulcher, 2012*; Inbar-Lourie, 2008*[1]; 2013; Taylor, 2009*, 2013*).

各种学术和公共领域的话语中都添加了大量对“新”读写能力的提及，导致读写能力的倍增。其中包括术语“语言评估素养”（LAL），它已作为评估素养（AL）的子集（Gan & Lam，2022）在语言测试和评估领域使用，并且一直存在争议。 LAL是指语言评估中各利益相关者设计和执行有效评估任务并根据评估数据做出明智决策所需的技能、知识、方法、技巧和原则（例如，Fulcher，2012年*；Inbar-Lourie，2008年） *[1]；2013 年；泰勒，2009 年*，2013 年*）。