Abstract
The purpose of this paper is to analyze and compare four assessment techniques currently used in EFL (English as a Foreign Language) programs, namely, standardized assessment, student-centered assessment, curriculum-based assessment, and performance assessment. Their rationales, strengths and weaknesses for each assessment technique will be evaluated. Furthermore, based on the four techniques, a superior assessment strategy for use in university language programs will be discussed, which is designed to measure students’ literacy performance and language achievement, according to the program goals and curriculum orientation.
| Keywords: | standardized assessment; student-centered assessment; curriculum-based assessment; performance assessment |
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