Questão 66643

The English department of a language institute is revamping its assessment procedures for its conversation courses. Historically, the final grade was based on a single, summative oral interview at the end of the term, where the teacher would ask the student a series of questions. The department head argues that this single-instrument assessment is flawed. It causes high anxiety, doesn't reflect the student's progress over time, and provides little to no diagnostic information to guide future learning. The team agrees to implement a more comprehensive system of assessment of the teaching and learning process, incorporating principles of formative assessment and process-based evaluation. They are inspired by a passage from an article on language assessment: 'Effective assessment in the language classroom is a continuous process, not a final event. It should be 'for' learning, not just 'of' learning. This requires a diversification of instruments and a commitment to providing timely, constructive feedback that students can actually use. The focus shifts from merely assigning a grade to understanding and supporting the learner's journey.' The team decides to redesign the assessment for the B2-level conversation course. The course involves weekly debates, a small group presentation, and participation in role-playing activities.

Considering the shift towards a formative and process-based assessment philosophy, analyze the following proposed assessment tools and practices:

I. A student portfolio where learners collect samples of their work throughout the term (e.g., a recording of a role-play, a script from a presentation) and write short, reflective entries on their perceived strengths and weaknesses.
II. The use of clear, co-constructed rubrics for the weekly debates. The rubrics would assess not only linguistic accuracy but also pragmatic skills like turn-taking, providing counter-arguments, and using politeness strategies. The teacher would use these to provide specific feedback after each debate.
III. A final oral interview, but instead of being a surprise Q&A, it is structured as a 'conference' where the student discusses their portfolio with the teacher, explaining their learning process and setting goals for future improvement, with the interview serving as one component of a holistic final grade.

Which of these proposals are consistent with a formative and process-oriented approach to assessment?