Study of teaching practices in assessment in English as a foreign language in secondary education

The teaching of English in Spain and its learning outcomes are criticized in Spain. This article argues that it is due to the absence of oral assessment in secondary education. To corroborate such assumption the teaching practices of evaluation were studied. In order to do so we first collected assessment instruments and analyzed their contents. Results indicate that oral skills were hardly assessed, that communicative elements did not appear in exams, and that the evaluation criteria set by the law are neglected.