Resumen en español

Abstract Assessment has always played a vital role in foreign language teaching processes. Recently, national and international research has investigated the phenomenon of assessment in the foreign language classroom. This study aimed to explore the lived experiences of assessment of four undergraduate students in the classroom of a private language center in the north of Colombia. This study involves the five steps of Giorgi's method for phenomenological analysis. The data were collected through Semi-structured in-depth interviews and a reflective diary. Five themes emerged from the data: 1) intentionality and meaning of assessment praxis. 2) a feeling of acceptance and bonding as an added value. 3) The hidden face of assessment, 4) the disdain for the institutional assessment, and 5) a sense of professional integrity.