Designing a new foreign language test requires defining what we mean by language and language use (Bachman, 1990). The construct that we use is the cornerstone guiding us when we create original test items and when we design the general architecture of the test. What are the characteristics of the intended test-takers? What do we take 'communicative competence' to be? How can we translate all of this into test items that will be administered online? The Common European Framework of Reference for languages (henceforward CEFR) can guide us but cannot tell us how to anchor our items to the descriptors of each of the skill levels while staying true to task-based and actionoriented approaches to language teaching, and to the role of the learner as a social actor (ALTE, 2011; Weir, 2004).
Cervini, C., Masperi, M., Jouannaud, M., Scanu, F. (2013). Defining, modeling and piloting SELF, a new formative assessment test for foreign languages. Antwerp : University of Antwerp Edition.
Defining, modeling and piloting SELF, a new formative assessment test for foreign languages
CERVINI, CRISTIANA;
2013
Abstract
Designing a new foreign language test requires defining what we mean by language and language use (Bachman, 1990). The construct that we use is the cornerstone guiding us when we create original test items and when we design the general architecture of the test. What are the characteristics of the intended test-takers? What do we take 'communicative competence' to be? How can we translate all of this into test items that will be administered online? The Common European Framework of Reference for languages (henceforward CEFR) can guide us but cannot tell us how to anchor our items to the descriptors of each of the skill levels while staying true to task-based and actionoriented approaches to language teaching, and to the role of the learner as a social actor (ALTE, 2011; Weir, 2004).I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
