This article presents part of the results of a semester long case study that investigated the experiences of three university professors of English at a Faculty of Letters in dealing with classroom evaluation in a public university in the northern region of Brazil. Their reports disclose their experiences, reveal an approach towards evaluation that has not been documented in the literature and corroborate results of previous studies in non-university contexts, revealing that evaluation remains a challenge to overcome. Implications point to the urgency of including a specific course on assessment in the foreign language curriculum at a Faculty of Letters and in continued-education programs as well as of further research with the same focus in other university contexts.
assessment; experiences; university