A few years after the publication of the Common European Framework and while the implementation of this tool of reference is spreading all over Europe and beyond, we observe too often that teachers are rather puzzled when they are faced with the conceptual density of this document. In fact they usually tend to limit themselves to using the assessment grids by regarding them as series of juxtaposed descriptors and by forgetting - or not daring - to see that the tool is what they will decide to do out of it.
As a matter of fact the assessment grids are often used just the way they are, and then everybody takes the liberty to point out the deficiencies of these tools compared to their own context, their representations and their teaching/learning culture.
The principal lack which has been observed concerns the consideration of the nature of the Framework which precisely proposes itself as a tool of reference. Moving from this tool – and in coherence with it – teachers are expected to reconsider their own teaching approach in order to develop their own tools of assessment in coherence with the training objectives and their specific context.

These considerations derive mainly from our own working experience in teacher training sessions and from the analysis of teaching practices: like Marie Berchoud and Enrica Piccardo, the other members of the team, Olivier Mentz and Malgorzata Pamula, also work in the pedagogical field at the university.


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