This present study investigates some critics on language education assessment in Slovakia. The article is an outcome from a research survey done in 2014 about the techniques and old bad habits in language assessment. For the research survey, the qualitative approach was adopted: interview with teachers as well as analysis of taken – observed lessons and analysis of the exams collected during research. The data were collected from a non-random sample of five language teachers from three different public schools from different towns in Slovakia. The primary question in the research was Why do learners receive bad marks from language examinations? The results of the qualitative research show that both mother tongue – Slovak language teachers as well as English language ones do not practise sufficiently language taught during the class which is the result in the tests used by these teachers. The techniques implemented in testing are different from the techniques used during the learning process. The study findings revealed that the learners hardly success the testing before developing the cognitive process.
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