To date almost no research has been reported on language teachers" assessment practices in university, with the belief that those practices are up to teachers" individual decision-making as part of instruction. The present study investigated the long-ignored English teachers" assessment practices (testing and grading) through university student perception indices, found in the questionnaire and interviews, by looking at how students feel about their teacher"s current assessment practices. The research findings revealed that students were concerned about their teachers" low quality of tests, absence of communication channels for checking test results and grades with teachers, and undemocratic testing ambience. Implications for future research and assessment were suggested to look for possibilities of bringing in critical language testing (CLT) to the university classroom.

Ⅰ. Introduction
Ⅱ. Theoretical Background
Ⅲ. Research Design
Ⅳ. Results and Discussion
Ⅴ. Conclusion
References
Appendix: Student Questionnaire (English Version)

• Kyong-Hyon Pyo(Dankook University) | 표경현