Abstract Since 2012 an interdisciplinary and culturally heterogeneous team composed of more than 30 people has been engaged in the complex process of conceiving, designing and validating an online placement test with formative orientation called SELF (Système d’Evaluation en Langues à visée Formative), developed and already deployed in six different languages – Italian and English as pilots, followed by French, Mandarin, Japanese and Spanish. Its results are used to form groups and classes of similar ability, or to identify students’ strengths and weaknesses in three macro skills (listening, reading, limited writing). In this report, we describe the steps the multilingual team is currently taking to transform SELF into a diagnostic test that will fulfill its original formative purpose and provide students and other stakeholders with more precise information about their performance. This can be done in two ways, by using the data automatically recorded by the online administration platform more thoroughly and by enriching user feedback with clear and informative graphics. This will enhance the validity of our test, and help close the gap between testing and learning.

中文翻译：

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从布置到诊断测试：改善对SELF的学习者和其他利益相关者的反馈（Systèmed'Evaluation en LanguesàviséeFormative）

摘要自2012年以来，一支由30多人组成的跨学科，跨文化的团队从事了复杂的概念设计，设计和验证工作，该在线定向测试以SELF（Systèmed'Evaluation en LanguesàviséeFormative）为导向。并且已经以六种不同的语言进行了部署-飞行员和意大利语和英语，其次是法语，普通话，日语和西班牙语。其结果用于形成具有相似能力的小组和班级，或识别学生在三种宏观技能（听，读，写受限）上的优缺点。在这份报告中 我们描述了多语种团队目前正在采取的将SELF转换为诊断测试的步骤，这些步骤将满足其最初的形成目的，并为学生和其他利益相关者提供有关其表现的更精确信息。这可以通过两种方式完成：通过更彻底地使用在线管理平台自动记录的数据，并通过清晰，信息丰富的图形丰富用户反馈。这将提高我们测试的有效性，并有助于缩小测试与学习之间的差距。