Evaluation is both arid and exciting. It is intended as an accompaniment of the learning
process. Thus, it must help the learner and enable him to understand his learning profile.
Traditional methods of teaching and learning of foreign languages were primarily interested in
language testing, which cannot measure the capabilities of the student. With the renovation due to
the communicative approach, the effectiveness of communication, i.e. attitude, feeling, decision or
intention of the speaker, etc., begins to take place in the assessment of foreign language skills.
However, according to the survey we conducted among teachers of French in Hanoi, most of our
colleagues believe that the time spent on evaluation is not sufficient, that the modal volume of
content presented in the program is limited. Furthermore, when classifying solutions to improve
the teaching-learning mode values depending on their level of importance, few teachers have
appreciated "the new assessment criteria " in the forefront. That's why this article aims to outline
the tasks required for proper evaluation of the modal expression in class of French.
