Assessment practices in foreign language classes: didact articulation between formative and summative evaluation

• Autor(a) principal: Alves, Luciana de Oliveira
• Data de Publicação: 2022
• Outros Autores: Cunha, Myriam Crestian Chaves da
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Horizontes de Linguística Aplicada
• Texto Completo: https://periodicos.unb.br/index.php/horizontesla/article/view/42303
• topic: Avaliação formativa; Avaliação somativa; Ensino-Aprendizagem de línguas estrangeiras; Formative assessment; Summative assessment; Foreign language teaching and learning

In this article, we address the relationship between the formative and summative functions of assessment in the Foreign Language classroom, approaching assessment practices from the perspective of languages and culture Didactics, that is, deeply integrated into the different dimensions of teaching and learning a language. We carried out a theoretical-methodological reflection, based on the literature on school assessment (ALLAL, 2004; GATTI, 2002; FERNANDES, 2005; 2008) and on foreign languages teaching and learning (CONSELHO DA EUROPA, 2001; COURTILLON, 2003; DUPLESSIS, 2007), and we analyzed a teaching unit of French as a Foreign Language in order to show that, when articulated, formative and summative procedures contribute to the quality of language teaching and learning and to the consequent development of learners’ autonomy. We conclude that, in language teaching and learning, evaluative activities, which begin with the didactic contract and the apprehension of didactic objectives, merge with language activities, enhancing everyday learning and articulating with summative and/or certifying activities arising from institutional demands.