This study aims to synthesize teachers' assessment literacy (AL) reviews of past studies to find how AL is conceptualized, measured, and developed and formulate recommendations for further empirical studies. As AL is important for teachers to contribute to teaching and learning improvement, a growing body of teacher AL research has been established in the literature. The present study identifies, assesses, synthesizes, and describes the characteristics of reviews on AL from 2014 to 2023. The results show that studies used different terms and definitions for AL. Researchers apply different forms of instruments to measure AL in various aspects of assessment. AL is influenced by mediating factors, including assessment conceptions and efficacy. It can be effectively developed through training workshops, assessment courses, and teachers' self reflection on assessment practices. The review suggests that further AL studies are needed among in- and pre-service teachers at different levels and contexts and directional relationships between assessment related constructs that encompass AL.