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attaining the instructional objectives of the curriculum, it is not considered

an independent activity. Because students may fail to retain information

that has been taught, assessment links teaching and learning (Wiliam,

2013). Overall, based on those mentioned earlier, the researcher believes

that the LLA assessment should help teachers determine the level of

language knowledge and language skills of students after the teaching-

learning process.

In general, assessment can serve multiple functions. According to

Black and Wiliam (1998), assessment consists of formative and summative

evaluations. However, an influential group of educational researchers in the

United Kingdom known as the Assessment Reform Group (Assessment

Reform Group, 2002) issued alternative terms for the formative and

summative assessment functions to make them more explicit and applicable

to learning. Assessment with formative objectives has evolved into

assessment for learning (AfL), which focuses on enhancing the teaching

and learning process. Assessment serves a summative purpose, whereas

assessment of learning (AoL) measures the performance outcomes of

students. According to Schellekens et al. (2021), Earl introduced the

additional term "assessment as learning" (AaL) in 2003. Earl believed that

student participation in the assessment process could improve the learning

experience, following (Dann, 2002) promotes the concept of "AaL as a part

of learning." Thus, Earl and Katz (2006) categorized evaluation as AaL,

AfL, and AoL. Lee (2016) also expresses her belief that the AaL and the

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