The vast amount that has been written about assessment testifies to its crucial role in promoting effective learning and teaching. Broader assessment issues (such as the role of learning outcomes, formative and summative assessment, norm-/criterion-referencing, and feedback) are the subject of Module 13. This module is concerned exclusively with language-specific aspects of assessment, in particular the science of language testing. This is itself an extensive field and so all we can hope to provide here is an introduction to the subject, focusing on its relevance for the sort of testing carried out in university foreign language (FL) departments and language centres.

As linguists, we are likely to find ourselves wondering at various times what the best method of testing students is. The fact of the matter is that there is no single 'best' test or method. Each assessment situation is different and will require a different approach to testing, dependent on the learning outcomes, the purpose, status and importance of testing, and on the time and resources (physical and human) that are available. It is the aim of this module to help language tutors make informed decisions on these matters.

Before we begin, a word about test classification. Language teaching takes a variety of forms in higher education and testing appears in a similar variety of guises:

1. Formal, 'sit-down' examinations; students are given results but no other feedback on performance and they do not get to see their scripts (eg end-of-year and finals examinations).
2. Semi-formal tests, taken under test conditions, with marks possibly contributing to course assessment; students get their papers back and discuss them with the tutor, or else receive advice on their oral performance.
3. Informal tests, carried out in class at regular intervals; results do not 'count' for anything or contribute towards a final grade; they are designed primarily to provide short-term motivation.

In a university department or school, teaching 'specialist' students of modern languages, type (1) may be the norm. In a university language centre operating an institution-wide language programme, type (2) might be more common, although (1) could also feature here. On some 'leisure' or adult education language courses, on the other hand, (3) would probably be the norm, with occasional use of (2) on accredited courses. The principles and practices outlined in this module apply primarily to types (1) and (2), although many of the techniques for testing the various language skills can readily be employed for type (3) assessment too.

There are clear links between this module and Module 13, indeed the two are in many ways complementary. Ideally, you will have looked at the earlier module before starting work on this one. At the very least, you are strongly advised, before tackling the material here, to read section 13.1.4 on 'Key features of assessment'.