The three strategies for assessments applied in Germanic philology course (FG1-2, propaedeutic to the following  FG3 course ):

  1. how to know my students’ skill (diagnostic or initial);
  2. summary of obtained skills;
  3. improvement of discipline: this phase is to be considered the continuous to the previous one and it is suitable for comparing the skills between students, in order to help them to access the following course (formative). This phase allows the teacher to focus on some topics and help students who obtained a low score to improve their knowledge.

1.Diagnostic (or initial)

Students have to complete this test before starting the attendance of my course. They are asked to complete the following questionnaire, permitting the teacher to know the initial competencies. These topics are normally studied at High Schools.

Please, answer these following questions. You have 45 minutes’ time. As soon as you complete the questionnaire, please load it onto the teacher’s blog.

a) Who was Charles the Great?

b) Who were the Visigoths?

c) What is Beowulf?

d) What very important historical event occurred in England in 1066?

e) Who were Caedmon and Cynewulf?

2. Following up on this questionnaire, the FG1-2 course began and, after one month, it is time to assess the obtained skills, in order for the teacher can understand who students do not find difficulties in studying the discipline and who are those to follow in deeping their knowledge. the questionnaire concerns the topics explained during the course and all questions vary in difficulties. The class is divided into three groups and they have to answer the following close questions; after starting, the students have 45 minutes to complete the questionnaire:

a) Who was Ulfila?                                                 d) What are Umlaut and breaking and what languages regard?

b) What’s is Verner’s Laws?                                e) What’s the difference between Indoeuropean and germanic accent?

c) What’s Lex Salica and who promulgated it?  f) What are the main features of norse language?

g) What ‘s the High old German consonant system? h) What’s the passage into Germanic concerning short vowels?

3. Following up on the previous assessment phase, it is time to go to formative assessment, i.e. understand and establish who students will be able to do peer assessment to their guys who obtained a lower score in the second phase (informative). Learners have divided into small groups (3, maximum 4 students) and are required to create a video (20 minutes), in which they are talking about one of the following three topics. Ex.: Each group can choose a topic. After the first has chosen him, the second group may choose between the two remainings; finally, the third group has just one choice:

a) First group: Illustrate the skaldic poetry vs. saga in Medieval Island

b) Second group: Illustrate the main characteristics of Middle High German Literature

c) Third group: Illustrate epic-heroic genre in Old English literature

As specified above, these different kinds of assessment help student to complete their studies. Those having more lacks (coming out from the first phase) could be assisted by tutors in order to reach the level requested. In particular, the following phase (2) determines who could be the learners able to help the others having problems in studying. finally, the last one is to complete students' skills.