Description
The way in which assessment is conceived has changed considerably in recent years. There has been a shift from a focus on summative assessment, aimed at establishing students’ level at the end of the learning process, to a focus on the formative function of assessment, based on activities that will not be part of any formal decision allowing students to practice without any consequences for their school or future academic career. Formative assessment activities should not only take place at the end of the learning process, but before and during that process in order to inform teachers and students about learning progress and to adapt teaching and learning accordingly. The main objective of (secondary) foreign language (FL) education is to learn students to communicate in a FL. It is therefore crucial to develop assessment activities (summative and formative) measuring this ability. However, this is a complex task for teachers, requiring a thorough knowledge of assessment methods and their application in practice. In our design-based research project, FL teachers therefore developed a communicative assessment program in co-design with a researcher. The current paper reports on how the design was implemented in Dutch lower-form secondary education in various schools. In this presentation, we will focus specifically on how teachers and students perceived the implementation of formative activities within the assessment program in terms of practicality and efficiency. Design principles for the development of FL formative activities, also suitable for higher education, will be shared, as well as examples and good practices.| Period | 17 Jun 2022 |
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| Held at | Leiden University, Netherlands |
| Degree of Recognition | International |