Transforming foreign language teaching practices through communicative classroom-based assessment programs

Authors Charline Rouffet
Publication date 2024
Research groups Meertaligheid en Onderwijs
Type Doctoral thesis


In today’s foreign language (FL) education, teachers universally recognise the importance of fostering students’ ability to communicate in the target language. However, the current assessments often do not (sufficiently) evaluate this. In her dissertation, Charline Rouffet aims to gather insight into the potential of assessments to steer FL teaching practices. Communicative learning objectives FL teachers fully support the communicative learning objectives formulated at national level and embrace the principles of communicative language teaching. Yet, assessments instead primarily focus on formal language knowledge in isolation (e.g., grammar rules), disconnected from real-world communicative contexts. This misalignment between assessment practices and communicative objectives hampers effective FL teaching. CBA toolbox The aim of this design-based PhD research project is to gather insight into the potential of assessments to steer FL teaching practices. To this end, tools for developing communicative classroom-based assessment (CBA) programmes were designed and implemented in practice, in close collaboration with FL teachers. Rouffet's dissertation consists of multiple studies, in which the current challenges of FL education are addressed and the usage of the CBA toolbox is investigated. Findings reveal that assessing FL competencies in a more communicative way can transform teaching practices, placing communicative abilities at the heart of FL education.

On this publication contributed

Language Engels
Key words foreign language teaching, communicative learning, assessment

Charline Rouffet

Charline Rouffet

Charline Rouffet

  • Promovendus
  • Research group: Meertaligheid en Onderwijs