• Mathilde ANQUETIL (Macerata, Italie)
    Intégrer les certifications dans un cursus universitaire : enjeux, défis, interrogations
    (Integrating certifications in a university curriculum: issues, challenges and problems)
    2010, Vol. XV-1, pp. 61-74

    The introduction of foreign language examinations in universities can not be implemented easily. This engenders a series of questions that this paper seeks to clarify through a reflection on the Italian experience with the French language certificates. The paper will focus on a process that allows to identify the principal factors to take into account in order to assess the relevance, validity and opportunity of introducing such examinations in the university context. Even though these certifications are usually provided by other institutions outside of the university on the basis of the claims of the Common European Framework of Reference for language, this paper suggests a tighter collaboration between the universities and these language assessment providers.

  • François-Marie GERARD (BIEF, Louvain-la-Neuve, Belgique)
    L’évaluation au service de la régulation des apprentissages : enjeux, nécessités et difficultés
    (Evaluation as a tool for regulating learning : challenges, necessities and difficulties)
    2013, Vol. XVIII-1, pp. 75-92

    School assessment is a systematic procedure which allows enhancing the value of acquired learning as well as giving it meaning.The first challenge is to distinguish between certification evaluation, which aims at probing success in learning, and formative evaluation. This latter is more oriented to improving the acquired learning in itself. This “assessment for learning” can take different forms, depending on the standpoints of the various teachers. A second challenge concerns grasping the evaluation objects: on the one side the knowledge and know-how, and on the other side, the competences needed for their mobilization in order to solve a complex situation.