Abstract
The recent developments in Europe, particularly associated with language policy in the European Union and the Council of Europe, including the dissemination of the Common European Framework and the European Language Portfolio, have highlighted the need for rising awareness on evaluation, assessment and self-evaluation and their practical applications in education. Although there is an extensive literature on tests and testing and the validity of the test results, the ways in which students are benefiting from them in their real lives, along with assessment and evaluation have been far less studied (Brown 2005; Holec 1979).
The purpose of this study was to analyse and compare three types of assessment strategies of foreign language learning to look for correlations between the factors influencing Czech students' learning outcomes. Results for English as a foreign language are presented here.