Language assessment literacy in Hungary

In this paper, the conceptualisation of Language Assessment Literacy (LAL) will be reviewed briefly, trying to relate it to the curricular requirements of English teacher training in Hungary. In addition to training would-be teachers in various aspects of ♭assessment of learning', there seems to be a slightly more prominent role given to ♭assessment for learning' (Black & Wiliam, 1998) in the most recent Government Decree (2013). However, on comparing the language assessment content of various English teacher training MA programmes in Hungary, it was found that trainees may be exposed to widely different training in language assessment, ranging from minimal to substantial in its scope and coverage. Furthermore, when the training seems to cover adequately all the relevant skill areas of the qualification requirements, graduates still call for further practical training in such aspects that belong to ♭assessment of learning' (e.g. assessing the productive skills) rather than 'assessment for learning' (e.g. portfolio, self- and peer assessment). Possible reasons for this will be discussed.