Teacher assessment literacy is essential to the success of teaching the quality of student learning and student performance. Therefore as teachers, they must acquire an understanding of assessment literacy for utilizing data to make sound data-driven decisions. The purpose of this descriptive study was to examining the levels of assessment literacy among technical teachers of Universiti Tun Hussein Onn Malaysia. Thus, the objectives of this study to identify differences in assessment literacy based on technical teachers’ gender and experience practicing competency-based assessment. The instrument used for this research study was the Classroom Assessment Literacy Inventory (CALI). The inventory consists of two sections. The first section of the survey consists of demographic questions regarding gender and experience of assessment training. The second section uses the CALI to examining the level of assessment literacy of technical teachers. A total of 55 technical teachers completed the survey and the data was analyzed using Statistical Package for the Social Sciences (SPSS) version 20. The data from the survey showed that technical teachers averaged 22 out of 35 questions correct (63%). The findings reflected that UTHM technical teachers had an average level of assessment literacy. The study discusses the implications of research findings and offers suggestions for technical teacher preparation programs, teaching institutions, and future research.