Language assessment literacy for learning-oriented language assessment

This paper reflects on the findings of a small-scale and exploratory study which attempted to explore whether and how learning-oriented assessment opportunities might be revealed in, or inserted into formal speaking tests, order to provide language assessment literacy opportunities for language teachers teaching in test preparation courses as well as teachers training to become speaking test raters. Hamp-Lyons and Green (2014) closely studied a set of authentic speaking test video samples [...]

The Common European Framework of Reference for Languages: Content, purpose, origin, reception and impact

Since its circulation in two draft versions in 1996, and especially since its commercial publication in English and French in 2001, the Common European Framework of Reference for Languages (CEFR) has come to dominate discussion of L2 curricula, the assessment of L2 proficiency, and L2 teaching and learning in Europe. Although it is widely referred to, the CEFR remains relatively little known beyond the summaries of its six proficiency levels presented in the so-called ‘global scale’ and [...]

The use of data in education provides knowledge about the reality of teaching and allows planning actions

Students performance and presence in class are some of the information that can be collected; crossing and monitoring indicators and setting goals are essential in the process

A framework to assess teenage learners’ performance via project work

Projects are often listed among alternative tools for assessment, especially when talking about teenagers. The reason for this seems to be clear, as project work is potentially motivating, stimulating and challenging, allowing learners to show what they can do. Besides, it generates a lot of data, and is therefore a rich tool to gather evidence of learners’ production and of learning. In this article, Leticia Moraes gives some insights on possible ways of approaching the assessment of [...]

Projects methodology favours the authentic use of language and empowers students

In the different stages of work and interaction with colleagues, students practise listening, reading, writing, and speaking skills in a natural and meaningful way.

How important is large-scale assessment for English teaching?

Brazil still has no assessment of this kind for English language teaching. Understand and get to know the important issues involved.

Common European Framework of Reference for Languages: learning, teaching, assessment. Developing illustrative descriptors of aspects of mediation for the CEFR

This paper reports on a project of the Council of Europe’s Language Policy Programme (henceforth LPP) carried out between January 2014 and April 2016. The main aim of this project was to develop a descriptive scheme and illustrative descriptors for mediation, the fourth mode of language activity presented in the Common European Framework of Reference […]