This three-year longitudinal study examines the development of four Chinese novice EFL teachers’ class-room assessment literacy, which refers to teachers’knowledge of and abilities to conduct classroom assess-ment and is reflected in their planned and improvisedassessment practices. The dataset includes 26 classroomobservations, 48 interviews, and 171 participants’ journalentries. Data analysis following the paradigmatic analyticprocedures reveals three developmental stages for noviceteachers’ classroom assessment literacy: the first stagefeatures the acquisition of practical techniques for plannedclassroom assessment; the second stage allows noviceteachers to gain a growing awareness to connect plannedclassroom assessment to teaching objectives, but the use-fulness of assessment results in teaching adjustments wasonly confined to an improved plan of a future teachingsituation; in the third stage, novice teachers are moreinclined to conduct improvised formative assessment inteaching which shows immediate assessment-driventeaching improvements in response to dynamic classroom interactions

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• Exploring Novice EFL Teachers’ Classroom Assessment LiteracyDevelopment: A Three-Year Longitudinal Study