In “Testing /assessing literacies: How do educators build useful knowledge about second language learners’ development?” Theresa Austin and Ekaterina Ites article focus on meeting the needs of responsible teachers in the US and other locations who take a role in defining accountability for learning. They describe an on-going participant observation study that documents how teachers develop inquiries into local testing and assessment practices. Together, they critically analyze how language and content are represented in multimodal assessments to understand the language, literacy and cognitive demands of tests and assessments used in public schools. They collaborate in order for teachers to develop useful practices and policies that address multiple stakeholders’ demands to increase learning. To succeed in testing, teachers need skills for discerning and managing the literacies used in test-making and test-taking. Because L2 learners are often misrepresented in standardized test results, their teachers are particularly vulnerable. As such, the focus of the authors is on both test-making and test-taking literacies, and their implications for the testing of L2 professional literacies.