From Competence Curriculum Design to Assessment and Certification of Achievement: two empirical models for TEFL

Both the national and international literature identifies the development of design and assessment competences as a fundamental component in the professionalization of primary school teachers. This paper considers theoretical and methodological aspects of EFL curriculum design as it is addressed in Italy.Two empirical models are discussed: (i) a competence design model called the CUD Mod., based on the ‘competence unit’, and (ii) a model for achievement assessment and certification called ARCA. Both models were tested in action-research projects carried out in first-cycle schools in Tuscany.The contribution reflects on the experience which might also benefit other school contexts