Exploring Teacher Perceptions of Assessment in Languages: The French Language Progression Framework K-10

Abstract

The issues in languages education identified in all major languages reports suggest that too much chopping and changing of program goals and outcomes have deeply impacted languages education in Australia (Liddicoat, Curnow, Kohler, Scrimgeour & Morgan, 2007). In the past, rather than providing students with rich language learning experiences, language provision served utilitarian, economic and employment purposes (Liddicoat, 2013). This has resulted in low levels of language proficiency, which could be considered neither sufficiently challenging nor useful for students (Lo Bianco & Slaughter, 2009). The present study works from the notion of a language progression framework - a comprehensive reference tool that describes, using language-neutral descriptors, what learners can do at different stages - drawing on models developed for TESOL (Teaching English to Speakers of Other Languages) in Australia and the CEFR (Common European Framework of References for Languages) in Europe in order to explore current assessment practices in languages education. It addresses the following question: What are teacher perceptions of the usefulness of a K-10 French Learning Progression Framework? The study focused on French as one of the most studied languages in Australian primary and secondary schools and comprised two stages. The first stage involved the creation and development of a Language Progression Framework for French based on a synthesis and analysis of key proficiency assessment scales, tests and frameworks. Then, an alignment of this progression framework with relevant Australian curriculum and syllabus documents took place. The second stage adopted a qualitative approach, drawing on data from semi-structured interviews from four teachers of French. The study found that teachers agreed on the ability of the French Language Progression Framework to show levels of achievement and language proficiency to primary and secondary students, and that this would be of benefit in terms of increasing learner motivation. The findings also revealed that considerable differences exist in the approaches to assessment between primary and secondary programs and that these different approaches would have a significant impact on the implementation of the Framework. The study exposed some pedagogical implications for assessment, which included the need for clearer assessment outcome descriptions, the need for using innovative or alternative types of assessment for crediting student achievement, a stronger focus on students' critical thinking, and the need to assist teachers in their assessment of students' intercultural understanding. Finally, the study concluded that legitimising the argument for a valid instrument with detailed descriptions of minimum proficiency targets could assist in the measurement of assessment outcomes. The study is significant because it addresses the need for an assessment tool; but it also revealed the difficulty of designing and implementing one that effectively responds to the needs of teachers and students. Show more