PROJECT INFO
ASSESS
ASSessing EFL StudentS
2019-1-PT01-KA201-061275
01/09/2019 - 28/02/2022
TECHNICAL INFO
ERASMUSPLUS
ACTION KA201
CALL 2019
CEN
Language Policy Office of the University of Huelva and Proeducco
ASSESS
ASSessing EFL StudentS
Project Description
The ASSESS project aims to define innovative methods and tools for the assessment of students learning English as a foreign language. Its main objective is to provide new approaches to assessment and contribute to the development of assessment literacy. It also seeks to support the restoration of the assessment system and share good practices among European countries. By creating an international network, schools and teachers can learn from each other, share valuable knowledge and ideas, and be better equipped. This strategic partnership offers an innovative bridging activity with concrete results in Europe. These aspects contribute to many key objectives of the Europe 2020 strategy, such as ‘promoting entrepreneurship, creativity and innovation at all levels of education’, ‘promoting the acquisition of skills and competencies’ and ‘adopting a holistic approach to language teaching and learning’.
Objectives
- Improve the assessment of competencies in English as a foreign language (EFL) in the school and VET sectors, ensuring that it is more coherent, objective and focused on students' real performance.
- Develop clear and standardised assessment tools and criteria that enable teachers to comprehensively evaluate progress in communicative skills: listening/reading comprehension, speaking/writing expression and interaction in real contexts.
- Foster student autonomy and self-awareness through well-structured self-assessment and peer assessment processes, integrated into regular classroom practices.
- Create open materials and resources on EFL assessment methodologies so that other centres can adapt and apply them in their educational contexts.
Implementation
Project implementation is based on the design and application of an EFL assessment model that combines common criteria, descriptive rubrics and recording instruments (portfolios, learning journals, recordings of oral expression, etc.) in secondary education and VET classrooms; teachers from several partner countries work on defining competency indicators, test formative and summative assessment instruments with real groups of English students, collect and analyse learning evidence, and document good practices that are synthesised in a methodological guide, an activity bank and open materials (rubric templates, portfolio schemes, self-assessment models) published on a platform accessible to other foreign language professionals.
Expected Results
Greater coherence and quality of EFL assessment in participating centres, with clear criteria shared among teachers and students.
Increased assessment competence of English teachers, with practical and validated tools to observe and record progress in communicative skills.
An improvement in students' ability to self-assess and plan their own English learning, with greater awareness of their strengths and weaknesses.
Availability of open and replicable resources on EFL assessment that can be integrated into curricula and teacher training in different countries.