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Language Assessment Literacy (LAL) refers to the knowledge, skills and principles of language assessment and evaluation of teachers. This research investigated the language assessment literacy of teachers in a higher education context in Indonesia. To conduct the study and gather the required data, the researcher employs a self-rated survey adapted from descriptors of LAL for language teachers developed by Giraldo (2018) and semi-structured interviews to language teachers. The survey was distributed to 30 (N=30) teachers in a language faculty in a university in Indonesia, and interview was carried out to some participants. The result reports knowledge on language assessment of teachers that includes awareness of applied linguistics and theory, own language assessment concepts, and concepts of language assessment. Then, their instructional skills, design skills for language assessments, skills in educational measurement, and technological skills will be explained. Finally, the awareness of and actions towards critical issues in language assessment owned by the teachers will also be explored.