COMPETENCY-BASED ASSESSMENT IN TEACHING ITALIAN AS A SECOND LANGUAGE: TRAINING CPIA IMMIGRANT STUDENTS FOR DIPLOMA ATTAINMENT

This article explores competency-based assessment (CBA) within the Centri Provinciali per l’Istruzione degli Adulti (CPIA), i.e., provincial centers for adult education in Italy. CPIA offers literacy and Italian language courses, along with tailored educational programs, specifically targeting foreign young adults working towards attaining a lower secondary school Diploma. The paper underscores the challenges associated with assessing the competencies of a migrant population. It discusses the importance of CBA in fostering student introspection and autonomy, both within educational institutions and in the L2 community. Furthermore, it conducts a comprehensive reassessment of established procedures to enhance graduation rates in diverse, multicultural learning environments. For this purpose, the paper draws on the author’s experience in teaching foreign students. It encompasses mixed research involving CBA carried out with 24 students, focusing on Italian as a Second Language (L2). The study included a pilot test to refine the scoring scales for the final assessment tasks. An analysis of the results from the pre-test and CBA reveals distinct proficiency levels among students. While the majority demonstrated commendable skills in competency evaluations, a minority grappled with challenges related to language and socio-linguistic skills. Consequently, the article emphasizes key strategies, including providing learners with checklists, employing preliminary tests, and creating assessment items that reflect real-world scenarios. Additionally, it highlights the importance of clear task instructions, formative feedback to boost student motivation and awareness, and transparent assessment standards aligned with competency objectives. Finally, the study reflects upon the criteria for competence-based evaluation within a diverse, globalized migratory environment.