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The Development of an Italian Scenario-Based Assessment Designed to Measure Situated Italian Language Proficiency
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DOI：10.1080/15434303.2025.2604717.png)
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Abstract
En 中文
Italian high-stakes proficiency exams are mainly conceptualized in terms of independent language skills. However, the independent-skill approach to assessing proficiency fails to measure how Italian learners can effectively use Italian as a second or foreign language (I-SFL) to perform complex social-interpersonal, social-transactional, or academic activities, which require the integration of language skills with other competencies, such as the ability to build a knowledge base by collaborating across several tasks. So, to address this gap, the present paper explored the design of a CEFR B1/B1+ Italian scenario-based assessment (I-SBA) to measure situated Italian language proficiency of learners at the A2 to C2 level of Italian language ability in the context of collaborative problem-solving. The design of the I-SBA was based on a learning-oriented assessment framework. The goal of the current study was to examine the functionality of this new assessment in terms of its psychometric properties. The analyses focused on the culminating task in the scenario, the speaking task, which required examinees to deliver a content-responsible pitch. The results of the statistical analyses suggested that the I-SBA provided compelling evidence to support the functionality of the test as a measure of situated Italian language proficiency. This study highlighted the applicability of SBA to the Italian language, proposing an innovative assessment practice within the Italian context.
Keywords:
Italian language proficiency
scenario-based assessment
collaborative problem-solving
CEFR levels
psychometric properties
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