Figueiredo, SandraMartins, Margarida AlvesSilva, Carlos Fernandes daSimões, Cristina2016-06-292016-06-292016In Proceedings of the ICCSBS 2016 - The Annual International Conference on Cognitive - Social, and Behavioural Sciences (pp. 90-108). Nicosia: Future Academy. doi:10.15405/epsbs.2016.05.102357-1330http://hdl.handle.net/10400.12/4756Recent research evidences inconsistencies in teachers' practice regarding skills assessment of L2 students. Scientific evidence supports that less experienced teachers have lower orientation toward multiple task-tests for non-native students. Research questions: Whether school teachers as having different teaching training and unequal teaching experience with non-native students perceive differently a four-skills scale. Purpose of the study: This study intends to analyse the importance degree between the four skills/tasks: reading, writing, speaking and listening, in the perspective of school teachers. Method: 77 teachers, aged 32-62, with (and without) experience in teaching and adapting materials for immigrant students, divided into six groups according to their scientific domain. Assessment tools included a scale for judgement of four academic tasks adapted from the original “Inventory of Undergraduate and Graduate Level: Reading, Writing, Speaking and Listening Tasks (Rosenfeld, Leung & Ottman, 2001). Main Findings: 1) different degrees of importance attributed by teachers on tasks that should be included in academic and language test for immigrant students; 2) perceptions of teachers are determined by predictors in this order: scientific domain, experience with multicultural classes and lower prediction from teaching service and age; 3) different results between american and portuguese samples answering the same questionnaire.engTeachers’experienceAcademic language skillsImmigrant studentsEvaluation perceptionsconference object10.15405/epsbs.2016.05.10