Language, Individual & Society, Volume 11, 2017

Abstract: The paper discusses the most common practices of English as a Foreign Language learning assessment in Shantou University. It is based on the results of a quasi-experimental study carried out during the academic year 2016-2017, which involved a sample of 128 students enrolled in different majors in the aforementioned university. For its realization, the author utilized surveys, observation and critical analysis of documents as methods for data collection. As a result of his study, the author argues that assessing to measure learning and assessing to enhance learning are not necessarily antagonists. Similarly, the article explores the contradictions between teacher-centered and student-centered assessment. Thus, it provides an analysis of learning assessment functions and the involvement of teachers and students in this process. The study carried out suggests that the best practice of language learning assessment should include a combination of formative and summative assessment, as well as teacher and student-centered assessment.