In recent years, reflective writings have been increasingly incorporated into the higher education curriculum to enhance students' deep learning and to help assess their experiential learning outcomes. However, as reflective practices gain momentum worldwide, an under-researched question arises regarding whether teachers know how to assess reflection. Drawing on a teacher assessment literacy framework, this study explores how six novice university teachers in Hong Kong understand the assessment of reflective writings from three dimensions. Findings reveal that although teachers demonstrate a strong understanding of assessing reflection in a conceptual dimension (e.g. purposes and approaches of assessment), practically and socio-emotionally, teachers lack adequate knowledge and awareness to perform satisfactory assessment of reflection. The study subsequently discusses how and why certain dimensions of assessment literacy in reflection are prioritised in Hong Kong higher educationand provides a range of implications to improve future reflection practices and research. Copyright ©Routledge.

In this decade, assessment literacy has emerged as a significant research agenda. Yet, not much has been done to explore teacher assessment literacy in L2 writing. This study investigates what Hong Kong secondary school teachers know and think about, and how they practice classroom-based writing assessment through a questionnaire, telephone interviews, and classroom observations. The study qualitatively examines the extent to which sixty-six respondents achieved teacher assessment literacy from their perspectives, and which aspects of teacher assessment literacy needed further consolidation and why. Self-reported findings show that most respondents had pertinent assessment knowledge and positive conceptions about alternative writing assessments. Despite this, observation data indicate that some respondents had a partial understanding of assessment of learning (AoL) and assessment for learning (AfL), but not assessment as learning (AaL). In fact, when attempting AaL, the respondents could merely mimic its 'procedures' rather than internalise its 'essence'. Implications are discussed concerning how to develop teacher assessment literacy in L2 writing classrooms.
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