Assessment for learning (AFL) practices in teachers’ daily classroom instruction has become a global educational reform movement. However, an implementation of AFL practices cannot be realized if teachers lacked assessment literacy and do not perceive that improved teaching and student learning are the true functions of assessment. There is a substantial body of literature focused on examining teachers’ assessment literacy and conceptions of assessment using survey instruments in high performative non-Canadian contexts. Some authors have argued that teacher assessment literacy is a capability or a dynamic social practice which needs to be understood within the local assessment culture and policy context. From a measurement perspective, it is imperative to ascertain whether the constructs of teachers’ assessment literacy and conceptions of assessment are context dependent. This study aims to examine the construct validity of data derived from 436 Canadian teacher candidates and teachers who responded to two online survey instruments that measure teachers’ assessment literacy and conceptions of assessment. The two surveys are the Canadian Assessment Literacy Inventory (CALI) and the Teachers’ Conceptions of Assessment abridged inventory (TCoA-IIIA). The CALI consists of 25 multiple-choice items that measure teachers’ levels of assessment literacy, while the TCoA-IIIA includes 27 6-point Likert items, which measure four major teacher conceptions of assessment: assessment improves teaching and learning, assessment makes students accountable, assessment makes teachers and schools accountable, and assessment is irrelevant. Using an exploratory factor analysis, our preliminary results show four factors with acceptable fit indices (i.e., CFI, RMSEA, and SRMR) in the TCoA-IIIA data. The four factors are assessment for improvement, assessment for school quality, assessment is irrelevant with a sub-factor of ignore, and test quality. Data analysis is currently underway and we will compare our final factor models with those from the non-Canadian contexts such as New Zealand, Australia, and Hong Kong.