Young language learners (YLLs) have a pivotal role in constructing their English language learning by making sense of their own environment. For that reason, assessing and evaluating young learners in English as a Foreign Language (EFL) classroom setting require the administration of appropriate and tailor-made measurement tools and techniques. In this respect, it is necessary to become familiar with YLLs' characteristics and classroom-based experiences. Accordingly, this study aims to investigate the existing language assessment practices in the 4th grade classroom in MoNE (Ministry of National Education) and to examine the relationship between curricular underpinnings and real-life practices. To this end, classroom-based observation and interviews were conducted to collect in-depth data about young learners' language assessment process. The basic findings show that EFL teachers carry out English language assessment and evaluation at the 4th grade with mainly formative purposes. As language skills, writing and vocabulary are more commonly assessed. In addition, written exams and assignments are extensively administered in YLLs' classrooms. It is regarded that objectivity is the major strength of the current language assessment program whereas the allotted time for language assessment and evaluation may not be enough to assess young learners comprehensively. This research attempts to provide information on the theoretical and practical implementation of curricular requirements in English language assessment and evaluation process at the 4th grade at state primary schools.