摘要：AbstractAssessment plays a central and important role in teaching and learning. Every model of the teaching-learning process requires that teachers base their decisions - instructional, grading, and reporting - on some knowledge of student attainment of and progress toward desired learning outcomes. In this regard, assessment has a multitude of interpretations and uses and plenty of factors can affect the validity of these interpretations and uses. This paper presents the impact of assessors’ attitude on score pollution in the context of oral assessment.
