| Summary: | The present study focuses on the methodology and practices which are at play when assessment decisions are made, in the process of placing students into English language levels during the transition stage from Primary to Secondary education. The first part of the study investigates and evaluates the current assessment framework. The result of this evaluation brings to surface major discrepancies in its coherence and effectiveness. These discrepancies are spotted by means of designing and conducting a thorough and extensive research aiming at coping with the problem. The research data are processed and analyzed and a new assessment framework is put forward striving to bridge the gap, which was verified by the research results. The new framework argues for the creation of a multi-faceted learner competence profile, the formation of which will result from the combined use of traditional and alternative forms of assessment. Research and elaboration on principles, methodology and criteria, employed in the selection of these assessment forms prove that this profile will be able to reflect not only learners» linguistic competence but also communicative ability thus leading to reliable assumptions and contributing to successful placement into homogeneous class levels.
|
|---|
