During the fifth term of teacher training for secondary school, assessing speaking is the focus of a course at the Department of Language Education, Stockholm University. The student teachers were asked to reply to fifty-nine questions about formative and summative assessment. The replies were then analysed from the perspective of assessment literacy and cognitivism immediately prior to the course and how it had increased over time. As this is a sandwich course involving eight seminars on campus and four weeks of practicum in school, both theoretical and empirical concerns were considered and compared. In addition, results from the student teachers' interviews with fifty-five language teachers (that is to say, interviews with three teachers for each student) will be presented.

The results show that student teachers increased their level of assessment literacy both from attending the campus course and practicum, which is hardly surprising, but it is also evident that the student teachers gained crucial insights into the disparity in assessment literacy that language teachers can have about assessing speaking.

This research is work-in-progress and will be continued in August/September 2017, but the results that can be presented during the EALTA conference 2017 will mainly focus on the results from the first stage. References that will be included in my presentations are, for example, research conducted by Wiliam (2011); Vogt and Tsagari (2014); Kunnan, ed. (2014) DeLuca, LaPointe-McEwan and Luhanga (2015 and 2016) as well as reports from the Swedish National Agency for Education, the European Council and OECD.