Cooperative learning to maximise student collaboration and energizes the learning process. It enhances the social cohesion because students help their peers to reach goals. it enhances the personalization because a student can learn more from more able peers. Traffic lights on own work: green for work understood, red for work that is not well understood, amber- confused on the work. Thumbs up, down-to show how well students feel they understand. Collecting tokens: (small stickers, in Hungary red points or red stars), achievement points for good response; it can be done for any good skills, efforts. The European Language Portfolio (ELP)- where students can record (self-recording) their progress. This is a kind of self-monitoring tangible evidence of achievement. Questioning in MFL: Diagnosis- e.g: Which is the following the correct translation for “I give the book to him”? A, Je le donne le livre ; B, Je donne lui le livre ; C, Je lui donne le livre ; D, Je donne le le livre ; E, Je donne le livre lui. F, Je donne le livre le. Type of tasks which prepare students for the external examinations (worksheets, rubrics, quiz) What is more, there is a list of other different activities, which can be used to motivate and assess students’ knowledge in students friendly way and probably by using authentic material in TL: multiple choice, gap filling, labelling, selecting the correct answer, matching language to symbols, recognizing false or true statements, sequencing, re-assembling texts, role play, oral presentation, conversation, interview, poems, interview, leaflet, vocabulary test, written work, homework, checking verbs in sentences, translating a sentence written in French into English to see if the writing made sense. Students learn new vocabulary, therefore it is important to revise previous topics since students can soon forget vocabulary if they are not exposed to a regular basis. The MFL learning environment must be a place where students do not feel anxious to give a wrong answer, they can express freely without consequences. Therefore, they are more courageous to take the risk to talk in TL in front of the class. Students like to know how well they are doing and they can be very motivated to reach targets. Assessment techniques allow the teacher to see if students know the key vocabulary, can use them in context. Teachers can determine easily which student has a good pronunciation and which student needs help. Written assessments are kept in the folder to refer back if it is necessary. So, it is possible to plan the next steps in MFL lesson. The MFL teacher, who is assessing students day to day, is the best judge students’ level performance, reporting a wide range of evidence. 1.2.Assessing students with English as an Additional Language (EAL)’ performance Teachers should be aware that EAL students are doing more things at the same time. They are learning English at the same time they are learning the curriculum subjects through English, in addition, they have to learn a second MFL. EAL students do not study English as a separate subject but through the curriculum. Bell foundation prepared an Assessment descriptors and Proficiency bands1 to EAL students, which can be used for formative and summative assessment. Teachers wonder if it is better for students to wait until they acquire a working knowledge level in English before attending MFL lessons or what assessment issue EAL students can have. According to my personal experience also, EAL students have potential strengths, cognitive advantages to talk MFL, and paying attention to their learning process accurately they tend to become bilingual. They have better classification skills, visual skills, story-telling skills, and language awareness. During my placement, I worked with an EAL student from Cyprus. If he were not always distracted by his peers, he should achieve a very good level in French. I talked to him a lot during breaks and I had the chance to know him better and I learned some Greek words. Unfortunately, he did not have the opportunity to share his culture to compare languages, it would have been a good occasion to compare Greek, English, French and perhaps Hungarian in order that English students are aware of how languages work and we need study not only a piece of language but context day by day. To assess EAL students’ knowledge, the teacher can use quiz, yes or no question, traffic lights. Conclusion The aim of this essay was to outline existing research concerning the assessment activities in the Modern Foreign Language Education. Theoretically the aim of Assessment to Learning and Assessment for Learning is the same; however, the Formative Assessment consists of a huge variety of classroom activities which are necessary to involve all the students in the learning process. The questions that teachers face Why, What, and How MFL teacher assess? The MFL teacher assesses in order to get information for both her/him and students about the learning process, we assess to ensure that learning objectives are reached, to motivate students to be involved in the classroom activities by identifying strengths and weak points in students’ ability to provide them suitable activities. During the outstanding lesson, students should acquire knowledge and improve their understanding, as well as learn and practice MFL skills. Students should concentrate on tasks even without direction from the teacher. The teacher should provide challenging MFL activities in order to get students’ commitment to succeed in profiting from the opportunities to develop their learning, looking forward to progressing more and more. It is a challenge to be expert in formative assessment practices since teachers must understand AfL and be confident to use them during the learning process. It requires strategy, a collaborative atmosphere which encourages a good practice, it requires time to review the feedback and answer the feedback.