| CODE | LHF5004 | ||||||||
| TITLE | L’évaluation en FLE / Assessment and Correction in the Teaching of FFL | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Languages and Humanities Education | ||||||||
| DESCRIPTION | This unit focuses on the ways assessment may be made to give a positive contribution to the development of the teaching and learning of a foreign language. Assessment is thus regarded from the point of view of its potential to develop classroom techniques, to discover new forms of support and to vary activities with the aim to diversify the teaching of French. The unit deals with the three main functions of assessment: 1) Forecast or normative assessment, that is level or aptitude tests carried out prior to the course for classification purposes, 2) Diagnostic or formative assessment, carried out throughout the learning period, allowing each learner to readjust the cognitive means available to him/her in order to master a given competence, and 3) Inventory or summative evaluation, which has to have a certification and sanctioning value at the end of the teaching, according to objective and trustworthy criteria. Particular emphasis is laid upon formative assessment, which measures a learner's performance vis-à-vis his/her level of mastery of learning objectives; it allows the learner to realize whether s/he needs remedial action by further work on particular points, and the teacher to know whether s/he needs to go back to those points which the learners have not mastered. The principles and strategies of differentiated pedagogy will be covered, as well as differences between SEC and SPA teaching and assessment methods. Study-Unit Aims: This study-unit aims to familiarize students with the pedagogical principles underlining formative and summative assessment. It aims to encourage students reflect on how assessment can lend itself to identifying and analyzing learners' needs, in such a way that pedagogical material proposed to them can be adjusted according to their needs. Students will practise building tests that can point out learners' degree of mastery of operational objectives which they should be able to carry out in order to progress to further learning. Students will learn how to elaborate forms of assessment which are fair, ethical and based on objective criteria. The elaboration of assessment grids will be practised. Another important aim is to make students aware of how the ideology behind assessment has shifted from the sanctioning of strictly academic, linguistic knowledge, to a more tolerant approach towards imperfections in learners' interlanguage and how these can be worked upon in order to direct the learner towards positive achievement in communication competencies based on linguistic, pragmatic and sociocultural abilities. It also aims to prepare students to apply differentiated pedagogy in mixed-ability classes and to inform them on differences between SPA and SEC teaching and assessment methods. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - demonstrate their understanding of pedagogical principles defining formative and summative assessment while applying them in devising tests for their learners. - discuss, while sketching assessment-related material, how assessment has moved from sanctioning abstract linguistic knowledge to building successful communicative competence. - discuss differences between SEC and SPA curricular and assessment practices. 2. Skills: By the end of the study-unit the student will be able to: - build fair, ethical and objective tests for learners of French as a foreign language at different stages of the learning process. - devise objective criteria and grids for evaluating learners' performance. - demonstrate an ability to adequately assess linguistic, pragmatic and sociocultural competencies. - apply differentiated pedagogy in mixed-ability classes. Main Text/s and any supplementary readings: Main Texts: - Bourguignon C., 2005, L'évaluation de la compétence en langue: un objectif commun pour des publics différents. ELA, revue de didactologie des langues-cultures et de lexiculturologie n° 140, 459-475. - Bourguignon C., 2011, L'évaluation de la compétence en langue et le CECRL. Disponible sur: http://www.cndp.fr/crdp-dijon/IMG/pdf/Bourguignon_eval_competence_langue_2011.pdf - Tagliante C., 2005, L'évaluation et le cadre européen commun, CLE International. - Veltcheff, C., Stanley, H., 2003, L'évaluation en FLE, Hachette. Supplementary Readings: - Bourguignon C., Delahaye P., Puren C., 2007, Evaluer dans une perspective actionnelle - l'exemple du Diplôme de Compétence en Langue. Le Havre, éditions Delbopur. - Cours d'initiation à la didactique du FLE en contexte syrien. Evaluation formative/sommative. Disponible sur: http://www.lb.refer.org/fle/cours/cours1_CO/evaluation1/cours1_ev03/htm - Porcher L., 2004, L'enseignement des langues étrangères, Hachette. |
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| ADDITIONAL NOTES | Pre-requisite Qualifications: 70 ECTS in the French subject area at first cycle level | ||||||||
| STUDY-UNIT TYPE | Lecture | ||||||||
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| LECTURER/S | Anna Scicluna |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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