Student assessment literacy (SAL) is a core capability that students should develop to meet the demands of the 21st Century. Despite its great potential to benefit student learning, the theorisation and research of SAL remains underdeveloped. This short book offers an evidence-based resource for understanding and developing SAL. This chapter begins by positioning the scholarship of SAL as an important strand of assessment literacy (AL) research. Following that, this chapter discusses the rationales for promoting SAL. The chapter then presents a conceptual framework on SAL, which conceives SAL as a multi-faceted capability for students’ proactive and critical engagement with assessment. A four-component definition of SAL is suggested, encompassing (1) knowledge about assessment, (2) skills for navigating the assessment process, (3) an awareness of the impacts of assessment on their social relationships and emotions, and (4) a sense of self-responsibility and self-confidence to deal with assessment and join partnerships with teachers and peers to attain academic success. Then the chapter recommends common approaches to promoting SAL, which include, but are not limited to, (a) building a synergy between SAL and teacher assessment literacy (TAL) in assessment design; (b) involving students in self-assessment, and (c) engaging them in peer-assessment. Finally, this chapter outlines the structure of the book and how readers can benefit from it.