Language assessment has played significant role in recent educational settings worldwide. Brown (2004) in his book,” Language Assessment: Principles and Practices” mentioned assessment consists of two major testing concepts: testing and assessing. A test is “a method which measures a language learner’s ability, knowledge, or performance in a given domain” (Brown, 2004, p. 3). According to Brown’s explanation, testing is not only a method for test-takers to qualify a test but also measures a test-taker’s performance in a setting instrument. Compared to testing, assessing is to evaluate or appraise a learner’s level during an ongoing learning process (as cited in Mousavi, 2009, p. 36). Assessing a learner’s ability with productive performance not only lowers one’s anxiety but also improves one’s learning attitude. Besides, Teaching is to assess a learner’s learning ability not only by applying a given field of study, but also adapting pedagogical techniques along with amount of performance to a class. That is to say, any language-skill related activities with teacher’s observation are part of assessment in teacher’s teaching practice.       
Regarding Brown’s (2004) introduction to language assessment, the relationship among testing, assessing, and teaching through a diagram shows differences in language teaching practice.  Brown (2004) in his diagram shows that teaching overlaps assessment, measurement, and tests in order to evaluate learners’ competence (Brown, 2004, p. 6). During ongoing processes, teacher provides instructions along with assessment in order to evaluate how learners acquire and produce what they have learned in the classrooms. Thus, assessment, measurement, tests are interrelated to teaching.    
Major Issues in Current Classrooms
Brown (2004) provided major issues in current TESOL field: Multiple Intelligence, traditional and alternative assessment, and computer-based testing are discussed:  
Firstly, Gardner (1993) mentioned multiple intelligence, which consist of “linguistic (verbal), musical, spatial, logical-mathematical, bodily-kinesthetic, interpersonal (understanding of others), intrapersonal (understanding of self), and natural (using cues from nature).” He adapted these intelligences into teachers’ materials for practices and activities in the classrooms (as cited in Diaz-Rico, 2004, p. 47).  Robert Sternberg (1988; 1997, as cited in Brown 2004, p. 17) also pointed out that creative thinking and manipulative strategies are part of intelligences. Likely, Daniel Coleman (1995, as cited in Brown 2004, p. 17) provided the aspect of EQ (Emotional Quotient) which is relevant to learners’ cognitive processing. Thus, new views on intelligences are helpful for “measure whole language skills, learning processes, and the ability” in the curriculum design along with well-organized instructions. 
Secondly, Armstrong (1994) and Bailey (1998) pointed out viewpoints about traditional and alternative assessment. Traditional assessment follows not only a standardized exams with norm-referenced scores, timed, decontextualized tests, score-preferred feedback, summative, but also promotes learners’ extrinsic motivation. On the other hand, alternative assessment is currently favored with performance-based classrooms. In the classrooms, teachers can design more authentic, more flexible, “more subjective evaluation, more individualization, and more interaction in the process of providing feedback” (Brown, 2004, p. 18-19).      
Thirdly, with higher technology, some computer-based testing such as TOEFL-CBT,TOEFL-IBT, Computer Adaptive Tests, and etc. offer four integrated skills containing listening, reading, speaking and writing sections together. Due to popular use of computer-assisted language learning (CALL), it has been a trend to develop teaching and testing with creativity, interaction, authenticity, and learning autonomy in the classrooms (Brown, 2004, p. 21).   
Reference
Brown, H. Douglas. (2004). Language assessment: Principles and classroom     practices. London: Longman.
Diaz-Rico, L. T. (2004). Strategies for teaching English learners. Boston, MA: Pearson.