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This poster presents an action-research project in Italy concerning the process of relating the written exam of the state examination to the CEF in...
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This poster presents an action-research project in Italy concerning the process of relating the written exam of the state examination to the CEF in a bilingual region (Aosta). This institutional project was designed for the bilingual teachers of Aosta upper secondary schools. It’s main objective is the possible evolution of the marking procedure teachers use and the certification of bilingual competences of upper secondary pupils in a bilingual system. The marking procedure used by the teachers is obviously traditional with an implicit hypothetical model of an advanced bilingual speaker of French who will be able to follow courses in a French university at a high level of proficiency.
This project followed the recommandations of the Manual for relating exams to the CEF and in particular the familiarisation phase. It concerned first voluntary teachers. With this pilot group of teachers we proceeded to the realisation of a grid of descriptors coherent with the CEF but also with the institutional norms fixed for the A level (baccalaureat) examination.
We have been able to test the grid, with a double marking system, for the last two sessions (traditional marking system and the new CEF system). We have been able to collect a significant written corpus. We are therefore able to present our first results regarding the process of relating a traditional exam to the CEF grid but also the possible definition of written academic acquisition profiles. This project has already proved that there is no such thing as a pure advanced bilingual pupil, even in a bilingual system, but different profiles of competences.
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