Évaluation des acquisitions langagières : du formatif au certificatif

Yves Bardière, Université Grenoble Alpes, Cristiana Cervini, Università di Bologna, Monica Masperi, Université Grenoble Alpes

Abstract: The fourteen contributions following the EVAL19 international conference, which was held in October 2019 at the University of Grenoble Alpes, shed light on the relationship between different types of assessment (formative, summative, certificate), their role in the language learning/teaching process and their potential impact on candidates, teachers, examiners and institutions. The emphasis is laid on the notions of equity, co-construction and plurilingualism. Particular interest is also given to pragmatics, verbal and non-verbal modalities, and psychometrics. The plenary lectures highlight the principles of fairness and equity, the importance of context, authenticity, co-construction and collaborative activities in scenario-based language assessments (SBLA). Several articles are then devoted to the Formative Language Evaluation System (SELF), the French Higher Education Language Proficiency Certificate (CLES) and the Diploma of Language Competence (DCL). Most of the articles are based on productions in English, German and Italian as well as Chinese and Japanese.