The ongoing collection of relevant information to determine progress and which may be relied on for making decisions about students’ language learning process.

The use of different techniques, tools or strategies to measure and monitor students’ performance, knowledge or skills in specific linguistic aspects.

It judges student learning, skill acquisition and academic achievement at the conclusion of a defined instructional period—typically at the end of a project, unit, course, semester, program, or school year. 

It refers to a wide variety of methods that teachers use to collect detailed information that can be used to improve instruction and student learning while it’s happening. It is not the design of a test, technique, or self-evaluation, per se, but the way it is used—i.e., to inform in-process teaching and learning modifications.

The conventional method of testing which usually produce a written document, such as a quiz, exam, or paper.  For example, standardized tests, most state achievement tests and high school graduation examinations.

An assessment that requires students to generate a response to a question rather than choose from a set of responses provided to them. Exhibitions, investigations, demonstrations, written or oral responses, journals, and portfolios are some examples. Ideally, it requires students to actively accomplish complex and significant tasks, while bringing to bear prior knowledge, recent learning, and relevant skills to solve realistic or authentic problems.