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Informal assessment involves observing the learners as they learn and evaluating them from the data gathered.

Self-assessment is where learners assess their language proficiency, rather than a teacher doing it. 

Formal assessment uses formal tests or structured continuous assessment to evaluate a learner's level of language.

This paper explores teachers’ attitudes, practices and needs relating to assessment.

Are teachers able to assess themselves accurately? Do they have the right assessment tools to do so? This research paper investigates these questions and takes a closer look at the British Council’s Self Assessment Tool (SAT) for teachers of English.

While many teacher and teacher educator development projects take place, their impact is not always fully measured, and when it is, it's often found to be minimal.

Our latest tip looks at several of the important issues surrounding testing and assessment. Listen to Clare and Alister discuss their ideas and opinions about how best to assess learners of English. After watching the video, why not give your opinion in the comments below?

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This is the second article in a three part series. In the first part we looked at needs analysis and how to define goals and objectives. This second part looks at how we can design a business English syllabus.