The National Core French Assessment Project: Design and Field Test of Formative Evaluation Instruments at the Intermediate Level

Abstract

A cross-country team of teachers developed prototype evaluation instruments congruent with the theoretical framework of the National Core French Study. An initial series of formative evaluation instruments for intermediate-level core French students were refined and fieldtested. Results of the field-test indicate that the overall reaction to this bank of evaluation instruments is very positive. Teachers found the instruments flexible to use and helpful for evaluating the desired learning outcomes. Students found them beneficial for focusing and organizing learning activities, thereby enabling them to improve their performance in French. Both teachers and students comment on the motivating aspect of these instruments and on their potential for providing useful feedback.

Language testing and assessment (Part I)

“…They argue that the CLBA should be supplemented by more appropriate placement instruments. Vandergrift and Belanger (1998) describe the background to and development of formative instruments to evaluate achievement in Canadian National Core French programmes, and argue that research shows that reactions to the instruments are positive. Both teachers and pupils regard them as beneficial for focusing and organising learning activities and find them motivating and useful for the feedback they provide to learners.…”

Setting Students Up for Success: Formative Evaluation and FLES1

“…A variety of prototype instruments, congruent with the curriculum model advocated by the National Core French Study (NCFS), have been developed and tested for classroom use. The first phase of this three-year project focused on evaluation at the intermediate level (see Vandergrift and Belanger 1998). The second phase focused on the beginning level, that is, CF instruction in the elementary school from grades 4 to 6.…”