1　Introduction

Against the backdrop of artificial intelligence technology driving transformation in foreign language education, this section elaborates on the policy orientation of the Ministry of Education's 2025 Digital Empowerment for Teacher Development Initiative, pointing out that language assessment literacy needs to be expanded and updated across dimensions including AI knowledge, assessment design, data analysis, and ethical awareness, while emphasizing the urgency of enhancing teachers' assessment literacy. It then introduces the book *Introducing Second Language Assessment*, published by Cambridge University Press, explaining its authorship, positioning, and core characteristics as part of the "Cambridge Introductions to Applied Linguistics" series—namely, its systematic presentation of basic concepts, core principles, practical pathways, and technology integration trends in language assessment, affirming its enlightening and guiding role in helping readers consolidate theoretical foundations and conduct scientific practice.

2　Content Overview

This section systematically reviews the five core components of *Introducing Second Language Assessment*. The book begins with basic assessment concepts and core principles, progressively advancing to practical applications of cutting-edge technologies. Part One delineates the conceptual distinction between "assessment" and "testing," emphasizing the developmental orientation of the former, analyzing instances of assessment misuse and the social value of high-quality assessment, while梳理ing three analytical dimensions: high-stakes versus low-stakes, subjective versus objective, and norm-referenced versus criterion-referenced. Part Two focuses on assessment principles, revealing through speaking assessment cases the critical role of contextual factors, updating the definition of validity as "the degree to which evidence and theory support the interpretation of scores," introducing the concept of "dependability" and the sociocognitive framework, and analyzing uniformity across three dimensions—administration environment, content, and rating criteria—and its relationship with reliability. Part Three details the complete process of dichotomously scored items, covering item type selection, authenticity principles, multimodal material application, and differential analysis methods for norm-referenced versus criterion-referenced tests. Part Four turns to performance assessment, exploring administration modes for productive skills assessment, application potential of large language models, multi-level rating scale development, rater training, and AI-assisted pathways for generating rating criteria. Part Five provides self-assessment tools for literacy, guiding readers to reflect and establish development goals. Throughout, the book is permeated with core concepts promoting educational equity and effective learning, constructing a framework of core competencies for assessment stakeholders.

3　Brief Evaluation

This section evaluates *Introducing Second Language Assessment* as a cutting-edge work for preservice teachers, practicing teachers, and assessment professionals, systematically elaborating its dual value in theoretical deepening and practical guidance. Throughout, the book adheres to core concepts centered on assessment literacy and oriented toward promoting educational equity and effective learning, emphasizing deep integration of theory, practice, and technology. Its outstanding characteristics are manifested in four aspects: first, combining readability with practical guidance, popularizing complex concepts through personalized authentic cases, with progressive, clearly structured content and highly organized chapter design; second, attending to the importance of context, emphasizing the "authenticity" principle, constructing an integrated framework combining contextual factors, assessment purposes, and consequences, and deeply analyzing the impact of sociopolitical factors on educational equity; third, emphasizing rational application and critical examination of technology, providing operational guidelines for cutting-edge technologies such as generative AI while examining potential risks from a critical perspective; fourth, emphasizing professionalization of assessment personnel, insisting on equal emphasis of quantitative and qualitative analysis, and constructing a closed loop of "self-assessment—learning practice—re-assessment" for literacy enhancement. Meanwhile, it notes that content in emerging areas such as agent applications needs further deepening in the book, and proposes two implications for China's language assessment literacy system construction: guiding teachers to delve into technology-empowered assessment practice, and establishing an autonomous, nationally appropriate language assessment literacy system.