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Over the past two decades, a global movement towards accountability in education has emerged. This movement is marked by government demands for ever higher academic standards and commensurate student achievement throughout education systems, and the proliferation of student assessments at all levels–classroom, district, state, national and international (Nichols & Harris, 2016; Stobart, 2008). Accountability has become the prevailing watchword, with teacher assessment capability (and assessment literacy) now considered a fundamental competency for all educators (Popham, 2009; Xu & Brown, 2016). Educational policies and professional standards throughout the world call for educators to integrate assessments throughout instruction to support, monitor and report on student learning, and to use summative forms of assessment to document and demonstrate achievement of educational standards …