Assessing language skills is crucial for checking the quality of teaching. Teacher assessment literacy plays a vital role in deciding on the quality of classroom assessment. Although assessment is a time-taking process, the assessment of foreign language speaking and writing with their unique characteristics requires more time, effort, and expertise. Moreover, assessing the language production of young learners requires much more attention because the assessment is a part of teaching and has cognitive and socio-cultural foundations. Therefore, this small-scale qualitative research investigated three English teacher's views and practices on how they assess their young learners' speaking and writing skills. Data were collected via semi-structured interviews and subjected to content analysis. The findings revealed the mismatches between teachers' views and practices. It was found that the teachers did not adopt the assessor identity due to various barriers; namely, problems in teacher training and development, avoiding assessing productive skills, and the necessity for rater training. The findings suggest that the assessment literacy of the teachers needs to be improved. Therefore, pre-service teacher education programs should emphasise the identity development of language teachers as assessors. Additionally, in-service training is required for enhancing the assessment literacy of the language teachers.