The Language Assessment In Teaching-Learning English


  • Winna Winna IAIN Palangka Raya
  • Sabarun Sabarun IAIN Palangka Raya



Language Assessment, Assessment, Teaching Learning


Languages assesment is the process of determining an individual's degree of language ability by use of standardized tests and observations. It is a crucial component of English teaching and learning since it enables teachers and students to receive insightful feedback while also tracking the student's development over time. There are various kinds of language assessment which can be assist educators in adapting their instructional approaches to meet the needs of learners effectively. The objective of this research is to an overview language assessment and to find kinds of assessment. The method of this research used library research. Object of this research are books, journal and article. Based on the research data, language assessment is an essential component of both teaching and learning English, and kinds of language assessment consist of (1)informal and formal assessment, (2)formative and summative assessment, (3)perfomanace-based assessment, (4)achievement assessment, (5)diagnostic assessment, (6)placement assessment, (7)profiency assessment, and (8)aptitude assessment.


Download data is not yet available.


Alderson, J. C. (2005). Diagnosing language proficiency: The interface between learning and assessment. London: Continuum Press.

Alderson, J. C., & Banerjee, J. (2001). Language testing and assessment (Part 1). Language Teaching, 34, 213-236.

Alderson, J. C., & Banerjee, J. (2002). Language testing and assessment (Part 2). Language Teaching, 35, 79-113.

Bachman, L. (2005). Building and supporting a case for test use. Language Assessment Quarterly, 2, 1-34.

Black & Wiliam, (2018); Leong et al., (2018)

Brown, H. Douglas. (2004). Teaching by Principles an Interactive Approach to Language Pedagogy. Longman.

Brown, J. D., & Hudson, T. (1998). The alternatives in language assessment. TESOL Quarterly, 32, 653-675.

Brown, H. Abeywickrama, P. (2019). Languages Assessment Principles and Classroom Practices. Third edition. Pearson T, 6-9.

Bygate, M., Skehan, P., & Swain, M. (2013). Researching pedagogic tasks: Second language learning, teaching, and testing. New York, NY: Routledge.

Carroll, J., & Sapon, S. M. (2000). Modem Language Aptitude Test (MLAT): Manual. San Antonio, TX: The Psychological Corp. (Republished by Second Language Testing, Inc., www.2LTI,com).

Carroll, J. B. (1981). Twenty-five years of research on foreign language aptitude. In K. C. Diller (Ed.), /ndwiduti/ differences and universals in language learning aptitude (pp. 83-118). Rowley, MA: Newbury House.

Elder, C and O’Loughlin, K (2003). Investigating the relationship between intensive English language study and bandscore gain on IELTS’. In IELTS Research Reports, 2003, vol 3, pp 207-254

Hudson, T., Detmer, E., & Brown, J. D. (1995)- Developing prototypic measures of cross-cultural pragmatics (Tech. Rep. No. 7). Honolulu: University of Hawai'i, Second Language Teaching and Curriculum Center.

Huerta-Macias, A. (1995). Alternative assessment: Responses to commonly asked questions. TESOL Journal, 5, 8-11.

Lane, S. (2010). Performance assessment: The state of the art. Stanford, CA: Stanford Center for Opportunity Policy in Education, Stanford University.

Lane, S. (2013). Performance assessment. In J. H. McMillan (Ed.), SAGE handbook of research on classroom assessment (pp. 313-330). Thousand Oaks, CA: SAGE.

Mary W. George. (2008).The Elements of Library Research. Princeton University Press.

Morris, L. and Cobb, T. 2004. Vocabulary profiles as predictors of the academic performance of Teaching English as a Second Language trainees. System 32: 75–87.

McNamara, T.F. (2019). Language Testing and Assessment. Cambridge University Press

Msosa, A., Bruce, J., & Crouch, R. (2021). Effect of A Formative Assesment Intervention on Nursing Skills Laboratory Learning in A Resource-constrained Country. Nurse Education Today, 97.

Nation I, Mocalister J .(2010). Language Curriculum Design. ISBN I0-203-87073-5. Taylor&Francis Group. New York. page 108-117.

Norris, J. M., Brown, J. D., Hudson, T., & Yoshioka, J, (1998). Designing second language performance assessments. Honolulu, HI: University of Hawai’i Press.

Pimsleur, P. (1966). Pimsleur Language Aptitude Battery. New York, NY: Harcourt, Brace & World

Schmitt, N., Schmitt, D. and Clapham, C. (2001). Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test. Language Testing 18, 1: 55–88.

Sparks, R. I.., & Ganschow, L. (2007). Is the foreign language classroom anxiety scale measuring anxiety or language skills? Foreign Language Annals, 40(2), 260-287.

Shepard, L., & Bliem, C. (1993). Parent opinions about standardized tests, teacher’s information, and performance assessments. Los Angeles, CA: Center for Research on Evaluation, Standards, and Student Testing.

Shohamy, E. (1995). Performance assessment in language testing. Annual Review of Applied Linguistics, 15, 188-211.

Tridane, at all. (2015) The impact of formative assessment on the learning process and the unreliability of the mark for the summative evaluation. doi: 10.1016/j.sbspro.2015.07.058.




How to Cite

Winna, W., & Sabarun, S. (2023). The Language Assessment In Teaching-Learning English. DIAJAR: Jurnal Pendidikan Dan Pembelajaran, 2(4), 413–419.