The intent of this study was to examine the relationship between fourth grade, urban teachers’ reports of their assessment literacy and their students’ reading achievement using a correlational design with a cross-sectional survey. Two data sources served this study. Specifically, the Assessment Practices Inventory (API_R; Burry-Stock & Frazier, 2008), a self-report questionnaire, was the measure used to assess the extent to which teachers report that they engage in assessment literacy practices. The Acuity™ Reading (CTB/McGraw-Hill, 2007), a common interim reading assessment, was used to measure students’ reading achievement.

Ninety-three fourth grade teachers from an urban district participated in the study. Data analyses led to 11 findings about teachers’ assessment literacy and their students’ reading achievement. There was a significant positive relationship, overall, between participants’ (N=93) self-reports of assessment literacy as measured by the API_R (Burry-Stock & Frazier, 2008) and their students’ reading achievement. Also observed were significant positive relationships between teachers’ Subscale Scores on the API_R and their students’ reading achievement. Last, there were significant differences between years of teaching experience groups and their scores on the Total API_R and the Design, Use, and Interpret Subscales.