Abstract
This chapter reports on a study verifying the frequency with which summative (SA) and formative assessment (FA) of pronunciation is used during EFL courses in secondary schools in Poland. It also shows aspects of pronunciation students are typically assessed for and types of tasks chosen by teachers as a basis for pronunciation assessment provision. Additionally, it presents students’ opinions on the consequences of the amount and quality of pronunciation feedback and assessment offered to them during their secondary school education. The chapter opens with an overview of SA and FA and the types and roles of assessment in pronunciation teaching. It closes with several practical implications related to the use of pronunciation SA and FA, derived from the reported study.
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