In the same way, Muñoz, Aristizabal, Crespo, Gaviria, Lopera, & Palacio (2003) focus their attention on aspects as knowing what teachers understand by assessment, why teachers make assessment, how teachers make the assessment an ongoing process, the available resources they use for the oral assessment, and the aspects of speaking that teachers assess. In the study, the authors found that teachers have a weak understanding about what assessment is. The teachers mainly understand assessment as the evaluation of students’ oral competence and performance, as a way to know students’ weaknesses and strengths, to know learners’ progress, and for giving feedback; however, the teachers also considered assessment as a system for giving grades (Muñoz et al. 2003). In the aspect of the reasons for assessing speaking, the study shows that teachers mainly consider the process for summative purposes rather than formative. According to the authors, teachers usually give grades because they think of it as duty, giving more relevance to the administrative purposes of the assessment rather that the formative ones for pedagogical purposes.