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*).

在各种学术和公共领域的话语中，大量提及“新”素养，导致了素养的倍增。其中包括'语言评估素养（LAL）一词，它已被用作评估素养（AL（Gan & Lam））的子集，在语言测试和评估领域中并非没有争议。LAL 是指语言评估中各种利益相关者所需的技能、知识、方法、技术和原则，以设计和执行有效的评估任务，并根据评估数据做出明智的决策（例如，Fulcher，2012 年*;Inbar-Lourie，2008 年*[1];2013;Taylor，2009 年*、2013 年*）。