Formative Strategies for Assessing Language Competences in Higher Education Business Programmes

Abstract

Evaluation does not represent an objective per se, but the strategies adopted in this process may take the teaching/learning process in different directions, according to the student’s language needs and to the competencies that should be developed. The phenomenon is a complex one, sometimes comprising errors, which, nevertheless, contribute to progress, it gives precise clues and helps in identifying the positives and negatives in foreign language learning. The higher education system in Romania is adjusted to the quantitative and qualitative exigency of the European administration, with evaluation always accompanying the learning process, having both diagnostic and prognostic characteristics. The evaluation strategy predicts the most appropriate methodical path which ensures efficiency in approaching specific teaching and learning situations.