Both the national and international literature identifies the development of design and assessment competences as a fundamental component in the professionalization of primary school teachers. This paper considers theoretical and methodological aspects of EFL curriculum design as it is addressed in Italy. Two empirical models are discussed: (i) a competence design model called the CUD Mod., based on the ‘competence unit’, and (ii) a model for achievement assessment and certification called ARCA. Both models were tested in action-research projects carried out in first-cycle schools in Tuscany. The contribution reflects on the experience which might also benefit other school contexts.
From Competence Curriculum Design to Assessment and Certification of Achievement: two empirical models for TEFL / Davide Capperucci. - In: STUDI SULLA FORMAZIONE. - ISSN 2036-6981. - ELETTRONICO. - 22:(2019), pp. 147-175.
From Competence Curriculum Design to Assessment and Certification of Achievement: two empirical models for TEFL
Davide Capperucci
2019
Abstract
Both the national and international literature identifies the development of design and assessment competences as a fundamental component in the professionalization of primary school teachers. This paper considers theoretical and methodological aspects of EFL curriculum design as it is addressed in Italy. Two empirical models are discussed: (i) a competence design model called the CUD Mod., based on the ‘competence unit’, and (ii) a model for achievement assessment and certification called ARCA. Both models were tested in action-research projects carried out in first-cycle schools in Tuscany. The contribution reflects on the experience which might also benefit other school contexts.File | Dimensione | Formato | |
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Competence curriculum and Assessment Capperucci_SsF_1-2019.pdf
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Descrizione: Two empirical models are discussed: (i) a competence design model called the CUD Mod., based on the ‘competence unit’, and (ii) a model for achievement assessment and certification called ARCA.
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