ABSTRACT
In the context of language teaching and learning, ‘assessment’ refers to the act of collecting information and making judgements about a language learner’s knowledge of a language and ability to use it. Assessment purpose is closely tied to the ‘stakes’ attached to testing, and it therefore governs the type of assessment tool that is used and the resources that are invested in its development. The relationships between assessment and teaching are as multifaceted as the contexts and purposes of assessment; however, some trends are worth noting. Informal observation of learners’ language use is one of the most widely used methods of assessment in language classrooms. In some educational systems, teachers’ observations of learner performance may form an important part of the evidence that is used for external reporting to authorities, and may thus require detailed recording of classroom language use.
