Evaluation in the teaching/ learning process of foreign languages: the case of higher education business programmes

Abstract

An essential element of the teaching practice, student assessment has individualizing features in the language teaching/learning progress. This article aims at optimizing the evaluation process, by analyzing both its positive and undesirable effects. Integrating the theoretical background of the documents developed by the Council of Europe into language teaching practice can have formative, evaluative, and self-evaluative benefits. The switch of the assessment actors (teachers evaluated by the students) aims at adapting the didactic strategies to real situations while preserving the principles and the values system.