This study examined psychometric properties of the Teacher Assessment Literacy Questionnaire (TALQ) developed by Plake and Impara (1992) to measure teachers' assessment literacy. Preservice teachers (N = 259) enrolled in an educational measurement course in Oman completed the TALQ. Results showed that (a) the items demonstrated acceptable levels of difficulty, discrimination, reliability, and validity; (b) the TALQ measures a unitary construct of the assessment literacy; (c) the TALQ's scores had an adequate internal consistency; and (d) the TALQ's scores correlated positively with total course' scores. Percentile ranks were extracted as norms for the raw scores. The results support the utility of the TALQ for instructional and assessment purposes.