Learning to assess through coursework: Developing pre-service English teachers’ language assessment literacy

Language assessment literacy (LAL) is increasingly recognised as a key component of teachers' professional competence, yet empirical evidence on how it can be systematically developed through initial teacher education remains limited. This study investigates the effectiveness of assessment-focused coursework in supporting pre-service English teachers' development of language assessment literacy from an educational evaluation perspective. Adopting a mixed-methods design, the study collected pre- and post-course questionnaire data and qualitative survey responses from pre-service teachers enrolled in a compulsory assessment course. Quantitative analyses reveal statistically significant improvements across multiple dimensions of LAL, particularly in assessment purposes, task design, and ethical awareness, with large effect sizes observed. Qualitative findings further indicate shifts in participants' assessment conceptions, including increased attention to formative assessment, feedback, and learning-oriented practices, alongside remaining challenges in interpreting assessment results. The findings suggest that coursework can function as an effective evaluative and pedagogical mechanism for developing teachers’ assessment competence in pre-service education. Implications are discussed for assessment education, curriculum design in teacher education, and future research on evidence-based approaches to developing assessment literacy.