Abstract
In this paper, I examined the assessment of students’ envisionment-building proposed by Judith Langer. She argued that ongoing assessment is an effective assessment for literature classes. The ongoing assessment is the way which teacher collects and analyzes the students’ works, and applies the analysis to make instructional judgments in literature classes. In doing so, teachers can assess students’ literary understanding and the activity of building envisionments. For these considerations, it is important to analyze those works through three perspectives (orientations toward meaning, stances, thinking strategies) in order to encourage students’ literary understanding, and to ensure students’ view about reading literature.
