1. Evaluation and Assessment Mike Fleming

2. Assessment can be source of disagreement and tension implications for a Framework of reference for Languages of Education

3. Purposes in relation to Classroom teachers Policy makers Employers Parents Learners

4. Tendencies the assessment of learning where reliable, objective measures are a high priority assessment for learning, implying a more formative approach where there is much more emphasis on feedback to improve performance

5. Tensions Broad Narrow Subjective Objective

6. Accountability ‘policing’ of standards or sharing perceptions and fostering understanding role of assessment in helping raise achievement and improve learning

7. The ‘ideal’ Reflect full complexity of language as subject Motivate learners Provide useful and reliable information for employers and policy makers

8. The challenge Complexity of aims and content Significance of context Potential influence on the curriculum Implications of LE and LAC

9. Possible approaches Common ‘standards’ conceived as levels Minimum statement of desirable level of achievement, e.g. at school leaving age

10. Questions Should ‘standards’ be inclusive and comprehensive or selective? Broad descriptors or atomised statements?

11. Key consideration It may not be so much the framework or system that is the key factor but how the framework or system is actually used in practice that is the key to influencing standards.