Teacher assessment literacies, according to the Australian Institute for Teaching and School Leadership (AITSL) in the Australian Professional Standards for Teachers (APSTs), includes both the more traditional mechanical processes of assessing, providing feedback and reporting on student achievement, as well as more contemporary knowledges and understandings of the way assessment interfaces with particular contexts of learning and teaching. In this article, we use data from a school-university collaboratory project focused on students’ academic talk to identify how school educators from a small school and university researchers come together to share their knowledge about assessment literacies. The research analysis highlights the way the conceptual, praxeological and socio-emotional dimensions of assessment literacies are intricately intertwined and are being continually specialised for particular contexts of learning and teaching and in response to individual student’s needs.