The purpose of the study was to investigate English language teachers' perceptions of assessment, their language assessment literacy (LAL) levels and their training needs. 113 teachers from Germany and 379 teachers from Greece completed a survey questionnaire. The data were analyzed through a series of RM ANOVAs, correlation analyses, and confirmatory factor analysis. Data from interviews with 25 German and 20 Greek teachers were used as supporting qualitative data. The results indicated that teachers use similar constructs in their assessment and in their conceptualisations of LAL but their perceived training needs differed depending on their educational contexts. The interviews helped identify deeper insights into contextual factors. The paper discusses the importance of context in assessment and offers recommendations for teacher education programmes in language assessment literacy that are context responsive.