It concerns how far an assessment assesses what it claims to.

It aims to assess learning at the end of a unit, term, year, or course, and does not feed back into the next round of teaching. (Cameron 2001)

It is an ongoing process of monitoring learning and teaching.

Through a range of alternative assessments such as portfolios, projects, or story retellings, it also helps learners to monitor their own learning in "assessment as learning".

It encompasses the multiple ways that teachers gather information about learner's knowledge, abilities, attitudes and motivation and note the progress or difficulties that students are having in learning English.

It aims to inform on-going teaching and learning by providing immediate feedback (Cameron 2001) on learners' progress in order to help motivate them.

It can help learners understand more about the language learning process and to become more independent.

How can we rate alternative assessment?

This classroom-based assessment provides an ongoing picture of students' language growth and development.

They are often used to report on students' language learning progress and also to evaluate the effectiveness of a program, curriculum, materials, or student placement procedures.

Assessment should contribute to the learning process and support both learning and teaching. T/F

It involves a set of clearly developed procedures for giving and scoring the learners' performance.

Assessment should be congruent with learning suggests that...