Journal
CEFR Journal - Research and Practice
Volume: CEFR Journal - Research and Practice Volume 8 (February 2026)
Date: 2026
Title: The alignment process as good practice in Italy for linking learning and assessment: A case study
Page: 67 - 74
Authors: Sabrina Machetti (University for Foreigners of Siena, Italy), Giulia Peri (University for Foreigners of Siena, Italy)
https://doi.org/10.37546/JALTSIG.CEFR8-8
NOT YET ACTIVATED
This article is open access and licensed under an Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) license.
Abstract: Since the publication of the CEFR Companion Volume (CEFR/CV) (Council of Europe [CoE] 2020), research on aligning proficiency tests with new mediation descriptors remains scarce in Italy. However, the four Italian language certifying bodies (CLIQ Consortium), are developing projects that emphasize mediation in L2 Italian teaching and assessment. One such initiative, “Je le sais faire en Italien”, is currently being piloted in high schools in Marseille and Aix-en-Provence in collaboration with the French Ministry of Education. Building on this project, this study presents the initial findings on aligning mediation descriptors with CILS exams (Certification of Italian as a Foreign Language) at A2 and B1 levels. These exams are aimed at foreign students studying Italian in school contexts, in Italy and abroad. This study analyses data collected to gather evidence on assessment impact (Saville and Khalifa 2017). Notably in some Italian high schools abroad, this approach has positively influenced syllabi, aligning with the principles of learning-oriented assessment (Purpura and Turner 2018) principles.
Keywords: mediation, L2 Italian, proficiency test, learning-oriented assessment, CILS exams
Click here to download the PDF
* * * * * *
(Update March 10th, 2026 MGS)
