The purpose of this paper is to report on the findings of research on EFL teachers’ language assessment knowledge (LAK) and argue that consistent findings of research that teachers do not have sufficient LAK may not reflect a true picture of the state of affairs. Rather, the findings might have been due to the artifact of the framework suggested some thirty years ago upon which most LAK tests have been developed (AFT, NCME, & NEA, 1990). I would also argue that such tests may no longer reflect the reality of language assessment today since they are generic and context independent. Following Gotch and French (2014), I would argue that the present treatment of LAK, which is based on summative normative principles, might not be construct valid anymore. I will conclude the paper with suggesting a cross contextual framework that will hopefully represent a clear picture of the complex dimensions of LAK and lead to further research in this direction.