Assessment and Certification of Foreign Language Learning through Rubrics: A Methodological Perspective

This paper focuses specifically on EFL–teacher development in Assessment and Certification competencies, which is considered as an essential aspect of teacher’s professionalism. After outlining a theoretical framework for Authentic Assessment, according to the international literature, the present paper addresses a methodological certification of achievement model, with particular reference to how this matter is dealt with in the Italian School System, although most of the reflections and methodological proposals that are here presented may be valid for any school system.