兩小時的紙筆測驗主要針對課程單元所累積的詞彙、文法結構以及由各單元中選出的討論議題。在每一個測驗中，學生利用同學所提供的字彙表和/或文法結構改寫或重組短文(參考範例)，並利用閱讀資料、影片和客座演講的例子，撰寫短文，以闡明觀點或建立論點。

Two hour-long written tests are cumulative tests focusing on vocabulary, grammatical structures and the discussion of selected themes from the respective course unit. In each test students re-phrase and re-structure short texts using selected vocabulary from student-written vocabulary lists (see sample) and/or grammatical structures and write short essays using examples from readings, video, and guest lectures to clarify a point or build an argument.

十分鐘關於個人興趣和經驗的口頭報告。學生自備報告大網(參考範例)，依據筆記闡述而非朗讀筆記內容。評分會依據清晰度、結構、諺語運用、呈現方式和內容的吸引力來評定。

Ten-minute oral presentation of an area of particular personal interest and experience. Students prepare an outline for the presentation (see sample worksheets) and speak from their notes without reading. Evaluation is on the basis of clarity, structure, idiomatic use of language, delivery, interest-level of content.

期末考試定為能力測試，用以指示學生在四個主要語言能力(說、聽、讀和寫)的程度。

The final test is designed as a proficiency test that gives students an indication where they stand in terms of the four main language skills: speaking, listening, reading, and writing.

測驗分為三部份︰

The test is divided into 3 main sections:

a) 閱讀和聽寫能力、寫作
a) reading and listening comprehension, writing;
b) 課程內容的理解
b) comprehending an academic lecture;
c) 談論選定議題
c) conversing with a peer on selected topics.

每位學生皆會收到一張以14等分的評分圖，該圖記錄學生的相對成績，並顯示學生各種語言能力的強、弱。

Each student receives his/her respective scores presented in a 14-point radar graph that displays the relative values and provides him/her a personal picture of relative strengths and weaknesses.