<![CDATA[Assessment competence is critical for pre-service language teachers to construct valid, contextualized, and meaningful assessments that support advanced and responsive learning. This research assessed pre-service language teachers’ perception of assessment competence, the dimensions that comprise the construct and the role of reflection in bridging assessment theory and practice. Sequential explanatory mixed-method approach was used in this research in which 25 sixth-semester Language Education major students participated. Data on pre-service language teachers’ assessment competence were collected using a 10-item likert-scale questionnaire and analyzed using exploratory factor analysis and qualitative data on reflection in relation to the three dimensions were obtained from 10 interviews and analysis of 25 assessment rubrics. Although high levels of perceived competence were reported, substantial challenges remained in contextualizing assessment decisions and translating assessment knowledge into authentic learning situations. Three preliminary dimensions of assessment competence were identified: Evaluation Knowledge, Instrument Design Skills and Contextualization of Language Skills Assessment. It was also found out that there was a disparity between assessment knowledge and its implementation. Reflective practice emerged as a crucial mechanism for integrating these dimensions through contextualized, progressive, and practice-oriented learning experiences.]]>
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