References:

"The assessment of learning is a process which consists of gathering information on learning, making judgements on the information gathered and deciding on the continuation of learning in the light of the initial assessment intention." (Cuq, 2003, p. 90, own translation)

Source:
Cuq J-P. (2003), Dictionnaire de didactique du français langue étrangère et seconde, CLE International.

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"Assessment in education is based on a process of documentation and systematic use of empirical data relating to knowledge, skills, attitudes and beliefs, with a view to improving teaching programmes and student learning. Assessment data may be obtained either directly from the analysis of learners' work in order to assess their level of achievement of learning objectives, or from data from which hypotheses about the learning process are formulated". (Aalto et al., 2015)

Source:
Aalto E., Auger N., Schnitzer K., Abel A., Gilly D. and Lehtinen A. (2015), Resource website "Teaching the language of schooling in the context of diversity", Council of Europe (European Centre for Modern Languages), available at https://maledive.ecml.at/.

Reference:

These two concepts are based on the theory of J. Cummins. BICS (Basic Interpersonal Communication Skills) refers to interpersonal communication skills. These are used in everyday exchanges which are less cognitively demanding because they are highly contextualised.

Cognitive Academic Language Proficiency (CALP) refers to the ability of learners to understand and express, both orally and in writing, concepts and ideas in the relevant academic disciplines. These skills (CALP) are very important for academic success. It is more cognitively costly because it involves metacognitive thinking such as hypothesising, assessing, inferring, generalising, predicting and classifying. Cummins considers that BICS and CALP are developed jointly. It takes two years to develop BICS and six to seven years (or more) to acquire CALP (according to Cummins, 2008).

Source:
Cummins J. (2008), "BICS and CALP: Empirical and theoretical status of the distinction", in Street B. and Hornberger N.H. (eds.), Encyclopedia of language and education, 2nd edition, Volume 2, Literacy, Springer Science + Business Media LLC, pp. 71-83.

References:

"Bilingualism is the regular use of two or more languages or dialects in everyday life (...) many people who live with two or more languages do not have equivalent, or perfect, knowledge of them since they use their languages in different areas, with different people, for different purposes (...principle of complementarity)" (Grosjean, 2013).

Source:
Grosjean F. (2013), Interview given to the "A bonne école.net" website on Wednesday, 9 January 2013, Interview by Assmaâ Rakho-Mom, available at https://www.francoisgrosjean.ch/interviews_2013_fr.html, accessed 27 July 2022.

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Original quote:
"the bilingual is not the sum of two complete or incomplete monolinguals; rather, he or she has a unique and specific linguistic configuration". (Grosjean, 1985, p. 467)

Source:
Grosjean F. (1985), "The bilingual as a competent but specific speaker-hearer", Journal of Multilingual and Multicultural Development, 6:6, pp. 467-477, DOI: 10.1080/01434632.1985.9994221.

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"By bilinguals we mean people who use two or more languages (or dialects) in everyday life. This includes people who have oral proficiency in one language and written proficiency in another, people who speak two languages with different levels of proficiency in each (and who can neither read nor write either), but also, of course, people who have a very good command of two (or more) languages." (Grosjean, 2018, pp. 8-9, own translation)

Source:
Grosjean F. (2018), "Être bilingue aujourd'hui", Revue française de linguistique appliquée, nº 232, pp. 7-14.

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"A person's bilingualism is a dynamic process influenced by life events. The bilingual's linguistic configuration will evolve following major changes such as changes at school, entry into working life, the start of married life, moving house and/or migrating, the loss of a loved one with whom one of the languages was spoken, etc." (Grosjean, 2018, p. 9, own translation).

Source:
Grosjean F. (2018), "Être bilingue aujourd'hui", Revue française de linguistique appliquée, nº 232, 2018, pp. 7-14.

References:

"It guarantees a person's achievements to third parties, in the labour market, or at the end of a course of study; it is awarded at the end of a given course of study." (Mottier Lopez, 2015, p. 21, own translation)

Source:
Mottier-Lopez L., Evaluations formative et certificative des apprentissages, de Boeck, Brussels, 2015, p.&nbps;21.

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"The assessment is summative when it leads to a certificate or a diploma." (own translation)

Source:
Commission d'enrichissement de la langue française (2022), Vocabulaire de l'éducation et de la recherche - 2022, Délégation générale à la langue française et aux langues de France, p. 36, available at www.culture.gouv.fr/Thematiques/Langue-francaise-et-langues-de-France/Agir-pour-les-langues/Moderniser-et-enrichir-la-langue-francaise/Nos-publications/Vocabulaire-de-l-education-et-de-la-recherche-2022, consulted on 27 July 2022.

References:

The curriculum is the body of learning considered to be socially necessary, at a given time and in a given context, which the school us responsible for guaranteeing and organising. (Almeida & Roldão, 2018, p. 7, own translation)

Source:
Almeida S. & Roldão M.C., Gestão Curricular para a autonomia das escolas e professores – Autonomia e flexibilidade curricular, DGE, 2018, p. 7.

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The curriculum is a set of learning outcomes. This learning involves knowledge at different levels, more theoretical knowledge, procedural knowledge, but also values, techniques, etc., which society believes it needs in order to survive, and which each of its members must acquire in order to become active participants in society. (Roldão, 2013, p. 131, own translation)

Source:
Roldão M.C. (2013), "Desenvolvimento do currículo e a melhoria de processos e resultados", in Machado J. & Alves J., Melhorar a escola, SAME, pp. 131-140.

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"The core curriculum consists of education that is considered basic and essential to anybody: basic because it provides a foundation that subsequent education can build on, as well as mastery of the methodological tools that allow each person to progress in their own learning. These are essential because they equip learners for satisfactory, effective participation in social and cultural life." (Almeida & Roldão, 2018, p. 13)

Source:
Roldão M. C. and Almeida S. De, "Curriculum contextualization in a network of Portuguese schools: a promise or a missed opportunity?", Estudos em Avaliação Educacional, Volume 29, No. 70, 2018, pp. 8-45, DOI: http://dx.doi.org/10.18222/eae.v0ix.4757.

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"“Curriculum” is a difficult concept to pin down, and a common agreed definition of it is still a long way off. Here, we shall use it very broadly to mean a tool for organising learning. (...) a “path travelled by a learner through a sequence of educational experiences, whether under the control of an institution or not”" (Beacco et al., 2016, p. 18; cf. also CEFR, point 8.4)

Source:
Beacco J.-C., Byram M., Cavalli M., Coste D., Egli Cuenat M., Goullier F. and Panthier J. (2016), Guide for the development and implementation of curricula for plurilingual and intercultural education, Council of Europe, Strasbourg, p. 18, available at www.coe.int/en/web/language-policy/guide-for-the-development-and-implementation-of-curricula-for-plurilingual-and-intercultural-education.

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"The “educational” curriculum [is] part of an “experiential” and “existential” curriculum, which starts before schooling, develops alongside it, and continues after it. It encompasses all the learning experiences acquired by the individual as a social player in establishing relations with other individuals and groups; these experiences will enable the each individual to develop their personality and identity and, to some extent, their linguistic and cultural repertoire" (Beacco et al., 2016, p. 18; cf. also CEFR, point 1.1).

Source:
Beacco J.-C., Byram M., Cavalli M., Coste D., Egli Cuenat M., Goullier F. and Panthier J. (2016), Guide for the development and implementation of curricula for plurilingual and intercultural education, Council of Europe, Strasbourg, available at www.coe.int/en/web/language-policy/guide-for-the-development-and-implementation-of-curricula-for-plurilingual-and-intercultural-education.

References :
Diagnostic assessment is "assessment carried out at the start of, or even during, an apprenticeship or training course. It makes it possible to pinpoint and identify the difficulties encountered by the pupil or student in order to provide appropriate teaching ". (Own translation)

Source:
Commission d'enrichissement de la langue française (2022), Vocabulaire de l'éducation et de la recherche ‐ 2022, Délégation générale à la langue française et aux langues de France, p. 36, available at www.culture.gouv.fr/Thematiques/Langue-francaise-et-langues-de-France/Agir-pour-les-langues/Moderniser-et-enrichir-la-langue-francaise/Nos-publications/Vocabulaire-de-l-education-et-de-la-recherche-2022, consulted on 27 July 2022.

Reference:
"Equity is about ensuring that there is a concern with fairness, such that the education of all learners is seen as having equal importance." (Unesco, 2017)

Source:
United Nations Educational, Scientific and Cultural Organization (Unesco) (2017), A guide for ensuring inclusion and equity in education, p. 13, available at https://unesdoc.unesco.org/ark:/48223/pf0000259389, accessed 27 July 2022.

References:

"Formative assessment is a process of continuous evaluation aimed at guiding pupils in their schoolwork and in identifying their difficulties in order to help them and give them the means to progress in their learning" (Cuq, 2003, pp. 90-91, own translation).

Source:
Cuq J-P. (2003), Dictionnaire de didactique du français langue étrangère et seconde, CLE International.

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"Within the process of learning, formative assessment involves gathering information and providing feedback for learners and teachers alike. Such feedback is effective to the extent that those receiving it are able to make use of it, particularly being able to understand it, to take it into account, and to profit from it. To do so, people need to develop a metalanguage about assessment, which may require specific training and development of awareness, which may in turn increase their motivation. As already stated, these forms of assessment are at either ends of a continuum and are complementary." (Piccardo E. et al., 2011, p. 50)

Source:
Piccardo E., Berchoud M., Cignatta T., Mentz O. and Pamula M. (2011), Pathways through assessing, learning and teaching in the CEFR, Council of Europe (European Centre for Modern Languages), available at www.ecml.at/Resources/ECMLresources/tabid/277/ID/28/Default.aspx.

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Formative assessment is assessment "which takes place during learning or training, and which enables the pupil or student to become aware of what they have learnt and the difficulties they have encountered, and to discover for themselves how they can improve." (Bennett, 2011)

Source:
Bennett R. E. (2011), "Formative assessment: a critical review", Assessment in education: Principles, policy & practice, Volume 18, Issue 1, 2011, pp. 5-25, available at http://dx.doi.org/10.1080/0969594X.2010.513678.

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"The function of formative assessment is to help regulate the teaching and learning in progress; it is used within a school curriculum" (Mottier Lopez, 2015, p. 21, own translation)

Source:
Mottier-Lopez L. (2015), Évaluations formative et certificative des apprentissages – Enjeux pour l'enseignement, De Boeck.

Reference:

“Home languages are languages, or varieties of a language, that family members use in their everyday interactions.” (cf. Beacco & Byram, 2007, pp 114-115, own translation)

Source:
Beacco J-C. and Byram M. (2007), From linguistic diversity to plurilingual education: Guide for the development of language education policies in Europe, Council of Europe, Strasbourg, available at www.coe.int/en/web/language-policy/from-linguistic-diversity-to-plurilingual-education-guide-for-the-development-of-language-education-policies-in-europe.

References:

Inclusion is seen from the point of view of the institution and what it puts in place to build a system that takes everyone's needs into account and is structured accordingly. (Perregaux et al., 2008, p. 96, own translation)

Source:
Perregaux Ch., Changkakoti N., Hutter V. and Gremion M., "L'accueil scolaire d'élèves nouvellement arrivés en Suisse : tensions entre séparation et inclusion", Glottopol, No. 11, 2008, pp. 94-109.

References:

"The language learner/user’s communicative language competence is activated in the performance of the various language activities, involving reception, production, interaction or mediation (in particular interpreting or translating). Each of these types of activity is possible in relation to texts in oral or written form, or both." (CEFR, p. 14)

Source:
Council of Europe (2001), Common European Framework of Reference for Languages: Learning, teaching, assessment, Cambridge University Press, Cambridge, available at https://rm.coe.int/1680459f97.

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"In all human communities, individuals speak, listen, and exchange their ideas or feelings by means of sound sequences produced by the organs of speech; every human being is a speaker, a receiver, but he is also capable of retaining sound messages, reproducing them, translating them, etc. This set of language activities is part of a wider family, that of semiotic activities (drawing, gestures, writing, etc., various other codes). Language activities are generally considered to be the manifestation of an inherent faculty specific to the human species, the language". (Bronckart, 2019, p. 8, own translation)

Source:
Bronckart J.-P. (2019), Théorie du langage, Mardaga, Bruxelles, p. 8.

Reference:

"Code switching, i.e. dynamic shifts from one language to the other, is one of the most significant features of bilingual speech. Of course, code-switching should not be confused with code-mixing (a communication strategy in which the speaker mixes elements and rules from the two languages), but neither should it be seen solely as a sign of a lack of proficiency in one of the two languages concerned. On the contrary, if used well, it is evidence of a bilingual skill, in the sense of an original, specific and complex skill and not as the combination of two separate linguistic skills." (Causa, 2007, pp. 17-18, own translation)

Source:
Causa M. (2007), "Enseignement bilingue. L'indispensable alternance codique", Le Français dans le Monde, No. 351, May-June 2007, pp. 17-18.

References:

"The verbal repertoire is not just made up of verbal forms. It always involves a set of varieties, each with its own internal grammatical structure". (Gumperz, 1964: p. 140)

Source:
"A verbal repertoire then is not simply composed of linguistic forms. It is always a set of varieties, each with its own internal grammatical structure". (Gumperz, 1964: 140)

Gumperz J. J. (1964), "Linguistic and social interaction in two communities", American Anthropologist, No. 2, , pp. 137-153, available at https://doi.org/10.1525/aa.1964.66.suppl_3.02a00100, accessed 27 July  2022.

Reference:

"Languages of schooling embrace two key components:

• languages taught as subjects in their own right (literacy, reading, writing, literature, thinking about language, etc.) → language as a subject
• languages used for the teaching of other subjects (maths, biology, history, geography etc.) → language(s) in other subjects

They are

• national languages in most countries, such as Albanian in Albania or Swedish in Sweden
• regional or minority languages in some education systems, such as Corsican in Corsica (France) or German in German minority schools in Denmark."

Source:
Council of Europe, Language policies, Languages of schooling, [website], www.coe.int/en/web/language-policy/languages-of-schooling.

References:

"Ideology (...) is a set of beliefs that are so completely internalised in individual consciousnesses that speakers take them for granted and do not seek to question their foundations" (Boudreau, 2009, p. 440, own translation).

Source:
Boudreau A., "La construction des représentations linguistiques : le cas de l'Acadie", Revue canadienne de linguistique, Vol. 54, no. 3 (November), pp. 439-459, 2009.

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"A certain amount of institutional courage is needed to include this orientation in official documents and programmes and to encourage the implementation of innovative practices in the field of linguistic diversity and recognition of the plurilingualism of pupils of all origins." (Armand, 2021, p. 182, own translation)

Source:
Armand F., "L'enseignement du français en contexte de diversité linguistique au Québec : idéologies linguistiques et exemples de pratique en salle de classe", in Potvin M., Magnan M.-O., Larochelle-Audet J. and Ratel J.-L. (eds), La diversité ethnoculturelle, religieuse et linguistique en éducation, Fides education, 2021, p. 182.

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"In terms of multilingualism and in relation to "globalisation", it can be said that there is no shortage of language policy options: on one side there is the liberal approach favouring laissez-faire. In opposition to this there is the interventionist approach with two variants which are sometimes combined: a focus on universal linguistic rights and linguistic ecology, which defends the principle of safeguarding linguistic diversity and therefore systematically defending multilingualism, and a focus on identity in favour of the community language. Linguistic nationalism is the most complete example of this. " (Boyer, 2008, p. 71, own translation)

Source:
Boyer H. (2010), "Les politiques linguistiques", Mots – Les langages du politique, 94, DOI: https://doi.org/10.4000/mots.19891.

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Political ideologies are "autonomous systems of ideas that underlie action and discourse, or even determine them. In other words, ideologies seem to function as underlying structures, which the analyst might set out to unveil." (Costa, 2017, p. 112, own translation)

Source:
Costa J. (2017), "Faut-il se débarrasser des "idéologies linguistiques"?", Langage & Société, No. 160-161, pp. 111-127.

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"To be useful, [the notion of linguistic ideology] as a tool must consider discourse as well as objects and practices, linguistic and extralinguistic resources and how they are constituted as resources, and thus give an account of the link between ideas, actions/objects and political economy." (Costa, 2017, p. 124, own translation)

Source:
Costa J. (2017), "Faut-il se débarrasser des "idéologies linguistiques"?", Langage & Société, No. 160-161, pp. 111-127.

Reference:

"Following the impetus of New Literacy Studies, the field has been broadened towards a sociolinguistic approach to literacy. This ideological or ecological model (Street 2003; Barton 2007) focuses on everyday literacy practices and events which are part of the dynamics of their use. These do not necessarily correspond to the socially legitimate forms of school writing and are very diverse". (Egli Cuenat, Manno, Desgrippes 2020: 2, own translation)

Source:
Egli Cuenat M., Manno G., Desgrippes M., "Littératie(s) plurilingue(s) dans le contexte de l'apprentissage et de l'enseignement des langues – des perspectives complémentaires", Bulletin suisse de linguistique appliquée, pp. 1-13, Special issue, 2020.

References:

"The term mediation generally refers to a relationship that takes place between people under the guidance of specialist third parties (mediators). More broadly, it can be said that mediation is present from the outset in language as soon as it is accepted that words are not things, even if these words are intended to designate and represent these things". (Cuq, p. 163, own translation)

Source:
Cuq J-P. (2003), Dictionnaire de didactique du français langue étrangère et seconde, CLE International.

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"Mediation can be defined as any procedure, arrangement or action designed in a given social context to reduce the distance between two (or more) poles of otherness between which there is tension. This tension may be due to the failure of one of the parties to meet the requirements of the other, to incomprehension or ignorance, to conflict or to unfamiliarity with phenomena, content, rules, norms etc." (Coste et al., 2015, p. 27).

Source:
Coste D. and Cavalli M. (2015), Education, mobility and otherness – The mediating functions of schools, Council of Europe, available at https://rm.coe.int/education-mobility-otherness-the-mediation-functions-of-schools/16807367ee, accessed on 27 July 2022.

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Vygotsky and his collaborators in sociocultural theory argue that human activities take place in cultural contexts mediated by language and other symbolic systems (Vygotsky, 1994).

Source:
Vygotsky L. (1994), "Tool and symbol in child development", in Van der Veer R. & Valsiner J. (eds.), The Vygotsky Reader, Blackwell, London, pp. 99-174.

References:

Competences refer to the cognitive abilities and aptitudes that are available and can be mobilised to solve certain problems. They involve motivational, volitional and social dispositions and abilities to solve problems responsibly and appropriately, in a variety of situations (according to Perrenoud, 1997).

Source:
Perrenoud P., Construire des compétences dès l'école, ESF, Paris, 1997.

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"Plurilingual and pluricultural competence refers to the ability to use languages for the purposes of communication and to take part in intercultural interaction, where a person, viewed as a social actor has proficiency, of varying degrees, in several languages and experience of several cultures. This is not seen as the superposition or juxtaposition of distinct competences, but rather as the existence of a complex or even composite competence on which the social actor may draw.
[...] the profile of language skills may be different from one language to another (eg excellent speaking ability in two languages, but good writing ability in only one of them [...])" (Coste, Moore & Zarate, 2009, p. 11).

Source:
Coste D., Moore D. and Zarate G. (2009), Plurilingual and pluricultural competence, Council of Europe, Strasbourg, https://rm.coe.int/168069d29b.

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The "capacity to successively acquire and use different competences in different languages, at different levels of proficiency and for different functions." (Council of Europe, 2007, p. 116)

"[...] a given individual does not have a collection of distinct and separate competences to communicate depending on the languages he/she knows, but rather a plurilingual and pluricultural competence encompassing the full range of the languages available to him/her". (CEFR, 2001, p. 168)

Sources:

Beacco Jean-Claude, Byram Michael (2007), From linguistic diversity to plurilingual education: Guide for the development of language education policies in Europe, Main version, Council of Europe, p.–116, available at https://rm.coe.int/09000016802fc1c4, consulted on 27 April 2022.

Council of Europe (2001), Common European Framework of Reference for Languages: Learning, teaching, assessment, Cambridge University Press, 2001, p. 168, available at >a href="https://rm.coe.int/1680459f97" target="blank">https://rm.coe.int/1680459f97.

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"Plurilingual and pluricultural competence is the ability to mobilise - in a way that is adapted to the circumstances - the repertoire of language and cultural resources at one's disposal, to interact in contexts characterised by linguistic and/or cultural otherness, and to develop this repertoire." (Candelier, 2012)

Source:
Candelier M. (coordinator) (2012), FREPA – A framework of reference for pluralistic approaches to languages and cultures – Competences and resources, Council of Europe (European Centre for Modern Languages), Graz, available at www.ecml.at/Resources/ECMLresources/tabid/277/ID/20/language/en-GB/Default.aspx, accessed on 27 April 2022.

References:

In a plurilingual context, the term refers to the transversal and interdependent development of textual competence and its promotion in a coherent way through the teaching of different languages (according to Cummins, 2000).

Source:
Cummins J. (2000), Language, power, and pedagogy: Bilingual children in the crossfire, Multilingual Matters, Buffalo.

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"Social practices in reading and writing as a continuum between different contexts and conditions of development (family, school, societal) and in various forms (orthographic and graphic), from early learning to the most elaborate aspects, in one or more languages or varieties of languages and in various modalities, including both visual and digital." (Molinié and Moore, 2012, p. 4, own translation)

Source:
Molinié M. and Moore D. (2012), "Les littératies: une Notion en Questions en didactique des langues (NeQ)", Recherches en didactique des langues et des cultures, 9(2).

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"Pluriliteracies Teaching for Learning (PTL) provides pathways for deep learning across languages, disciplines and cultures by focusing on the development of disciplinary or subject specific literacies. Subject specific literacies are the key to deep learning and the development of transferable skills. Becoming literate in content subjects or topics will empower learners to successfully and appropriately communicate knowledge across cultures and languages."

Source:
Meyer O., Coyle D., Halbach A., Schuck K., Ting T. (2016), A pluriliteracies approach to teaching for learning, Council of Europe (European Centre for Modern Languages), https://pluriliteracies.ecml.at/en/, accessed on 27 April 2022.

References:

"A representation is always an approximation, a way of slicing up reality for a given group according to a given relevance, which omits elements that are not needed and retains those that are suitable for the operations (discursive or otherwise) for which it makes sense. From this point of view, we cannot consider that some representations are better than others. But insofar as they serve as a "compendium of experience" (Kayser, 1997: 7) and provide a framework for exploiting knowledge, they trigger inferences, which guide behaviour." (Moore, 2001, p. 10, own translation)

Source:
Moore D. (2001), Les représentations des langues et de leur apprentissage – Références, modèles, données et méthodes, Éditions Didier, Paris, pp. 7-22.

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"The images and conceptions that social actors form of a language, of what its norms, characteristics and status are in relation to other languages, largely influence the procedures and strategies that they develop and use in order to learn and use that language" (Moore, 2001, p. 9, own translation).

Source:
Moore D. (2001), Les représentations des langues et de leur apprentissage – Références, modèles, données et méthodes, Éditions Didier, Paris, pp. 7-22).

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"For us, a social representation (SR) is a ready-to-use microtheory. [...] The function of these microtheories is to provide (often in a hurry) useful interpretations for an activity in progress, whether technical (making a decision in the course of an action) or symbolic (arguing in a discussion). [...] These SR are part of the knowledge and beliefs that are essential to social life (and in particular to communication), in other words, culture. They are not necessarily adhered to by all members of the cultural community in question, but they define likelihoods, which enable members to calculate the probable meaning of certain statements. What's more, they are relatively viable, even and especially in the absence of argumentation." (Own translation)

Source:
Py B. (2004), "Pour une approche linguistique des représentations", Langages, No. 154, p. 8.

References:

Discipline is "the organisation of knowledge in the school system as a whole, a term which differs according to the language." (Chervel quoted by Schneuwly and Ronveaux, 2021, own translation)

Source:
Schneuwly B. and Ronveaux C. 82021), "Une approche instrumentale de la transposition didactique – Quelques thèses illustrées par l'analyse de l'enseignement de quelques objets de la discipline ‘français’", Pratiques, No. 189-190, 2021, pp. 1-20.

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"Every school discipline is the result of a continuous process of ‘disciplinisation’: the continual organisation and reorganisation of knowledge and the establishment, the incessant transformation of the ways in which this knowledge is transmitted." (Ronveaux and Schneuwly, 2018, p. 478, own translation)

Source:
Ronveaux C. and Schneuwly B., Lire des textes réputés littéraires : disciplination et sédimentation – Enquête au fil des degrés scolaires en Suisse romande, Peter Lang, Bern, 2018.

References:

"The distinction between the summative and formative roles was first proposed by Scriven (1967) in the context of programme evaluation (Black and Wiliam 2003; Wiliam and Thompson 2008). For Scriven, summative evaluation provided information to judge the overall value of an educational programme [...] For Bloom (1969, 48), the purpose of formative evaluation was '... to provide feedback and correctives at each stage in the teaching-learning process'. Summative evaluation was employed to judge what the learner had achieved at the end of a course or programme. [...] today, although the term 'formative assessment' has been substituted to connote a focus on students instead of programmes" (Bennett, 2011, p. 6).

Source:
Bennett R. E. (2011), "Formative assessment: a critical review", Assessment in education: Principles, policy & practice, Volume 18, Issue 1, 2011, pp. 5-25, available at http://dx.doi.org/10.1080/0969594X.2010.513678.

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"a summative assessment should fulfil its primary purpose of documenting what students know and can do" (Bennett, 2011, p. 7).

Source:
Bennett R. E. (2011), "Formative assessment: a critical review", Assessment in education: Principles, policy & practice, Volume 18, Issue 1, pp. 5-25, available at http://dx.doi.org/10.1080/0969594X.2010.513678.

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Summative assessment is a form of assessment which generally takes place "at the end of a learning or training process" or of acquisition (in the case of a mother tongue) in order to "assess what has been learned" by learners.
Summative assessment is intended to provide a certificate. In the case of assessing competences in French as a foreign language, this type of assessment can be used for symbolic recognition of these competences and/or for curricular recognition (affecting the students' course of study).

Source:
Commission d'enrichissement de la langue française (2022), Vocabulaire de l'éducation et de la recherche - 2022, Délégation générale à la langue française et aux langues de France, available at www.culture.gouv.fr/Thematiques/Langue-francaise-et-langues-de-France/Agir-pour-les-langues/Moderniser-et-enrichir-la-langue-francaise/Nos-publications/Vocabulaire-de-l-education-et-de-la-recherche-2022, consulted on 27 July 2022.