A process needs to be devised which links different modes of assessment. For example, the diagnostic function of assessing home language competences enables learners to see where they stand in their language development, especially if the language is used mainly in oral exchanges and has not been the focus of explicit learning.

The formative aspect of assessment, together with learning, provides a link between previous and future teaching and learning by providing useful information for current or for future learning.

The aim of formative assessment, which is linked to a point of reference (curriculum, training plan, etc.), is developmental in the sense that it targets knowledge to be  developed in a way specified by the institution. This formative aim does not conflict with the other functions of assessment.

This kind of assessment can motivate learners to further develop their competences.

Finally, home language assessment can be used for the purposes of certification, i.e. as formal institutional recognition of prior learning, to gain access to a diploma or when the learner applies for admission to a higher level of education.

Recognition and assessment of home language competences can therefore be a key factor in educational success.

The formative dimension ensures coherence between the different types of assessment, thus making it a potentially mediating process.