四技英語四甲 497c0040 鄭惠勻 Summary: Language assessment refers to the act of collecting information and making judgments about a language learner’s knowledge of a language and ability to use it. The assessment should include what a student should learn in their courses and goals they should meet by the end of their courses. There are two purposes in assessment. One is proficiency assessment which is concerned with measuring a person’s general ability, typically for gate keeping decisions. The other assessment is achievement assessment which focuses on determining what has been learned as part of a specific program of instruction, usually for assigning marks. In language programmes, Broadfoot identifies some assessment purposes: “assessment for curriculum”、 “assessment for communication” 、“assessment for accountability” And there are two approaches：One is ability approach and the other is performance approach. Ability approach defines the construct as an unobservable concept that is not tie to any particular context of language use. Ability testing is based on the point of view that performance on a test is the result of some underlying capacities, which are also responsible for performance in non-test settings. The other performance approach aims to make inferences more directly from test performance to performance outside the test setting. Assessment should have includes the reliability and the validity. The reliability test results have to be consistent whenever a test is given to a group of test-takers. The validity is a test has to measure what it is supposed to measure. Comment： After I read this article, I think many teachers always let students just become do a good grade in tests not to focuses on their real knowledge and language skills. So, nowadays we need to change our way about tests. The most important of the test is helping our students to know what they learn and what parts they need to work hard. Also test or assessment could help students develop their language skills and thinking in their life. We can use the purposes of the assessment in this article to sing the reliability and validity test. Another point I notice is the relationships between assessment and context in teaching. We can know some new topics can arouse the interests from our students and then they would work hard to learn. So, a good language teaching can increase the validity of learning and the tests. So, teachers should choose the practical contexts in teaching to increase students’ interests and confidences on their learning and testing. Next, I think over some alternative assessment parts. Sometimes, we can use different ways to replace the tests like dairy or the Internet and so on. I think students could use the Internet to learn more different things rather than just on books. Teachers may use the source to increase the abundance of teaching. The test on the Internet can also prevent students to cheat.