Effective students’ engagement in assessment requires a certain level of assessment knowledge, skills, and dispositions, known as assessment literacy. Emerging conceptualisations of student assessment literacy indicate a need to situate this construct within the broader pedagogical model of computer-assisted language learning and teaching (CALL). This entry offers insight into the importance of understanding and developing the relationship between student assessment literacy and CALL to enhance the teaching, learning, and assessment processes. The personalised, interactive, and immediate feedback that CALL tools can provide students offers greater opportunities to engage, participate, succeed, and reflect on assessment, while facilitating student autonomy throughout the assessment process. This entry proposes a revised framework for student assessment literacy within the specific contexts of CALL, providing teachers with a tool to assess whether their students can effectively engage in assessment in CALL. The key contribution of this revised framework lies in the addition of CALL-specific indicators that foreground students’ ethical and responsible adaptive use of emerging technologies and their technology-mediated monitoring and regulation of learning and assessment, which were not captured in prior student assessment literacy frameworks.