Three stakeholders' reflections on language assessment literacy.

This article focuses on a reflective action research project examining the collaborative development of language assessment literacy (LAL) among three education stakeholders: a teacher educator, an inservice ESOL (English for Speakers of Other Languages) teacher, and a preservice ESOL teacher in a U.S. public school context. The project involved preservice teachers designing and implementing listening and writing assessments for middle school ESOL students, with ongoing collaboration and reflection among all participants to enhance their theoretical knowledge, practical skills, and understanding of learner-centered assessment approaches. Findings highlight the mutual benefits of connecting teacher education with real classroom experiences, emphasizing the importance of contextualized, collaborative, and reflective practices in developing LAL across different roles and backgrounds. The study also underscores the need for more integrated and experiential language assessment training in teacher education programs.