Results-based evaluation of French teaching in the 6th and 9th class (H8 and H11) in the six Passepartout cantons

Multilingualism in individuals
Project management:


06.2015 to 05.2019
In progress

Commissioned by: The Swiss cantons in the Passepartout region (as of 2018: Conference of Cantonal Ministers of Education of Northwest Switzerland)

The six Swiss cantons located along the German-French language border (Bern, Basel-Landschaft, Basel-Stadt, Freiburg, Solothurn and Wallis) have issued an inter-cantonal agreement on a new concept for foreign language education at schools. The agreement stipulates that German-speaking students will learn French before English.

As of the school year 2011/12 (in Basel-Landschaft, as of the school year 2012/13), French has been taught in accordance with the Passepartout curriculum. In many respects, the objectives, content and structure of the Passepartout curriculum and the related teaching materials, Mille feuilles and Clin d’œil, differ greatly from earlier French teaching. The three major areas I) communicative competence, II) awareness for language and culture, and III) competence in learning strategies, which are assessed separately, represent the predominant feature of the Passepartout curriculum. The project foresees a results-based evaluation of the skills of students in their 8th and 11th year of schooling (as calculated in HarmoS) as well as a survey of teachers and students. In conducting the project, synergies with EDK’s educational monitoring (verification of the attainment of the basic competences) are taken advantage of.

Purpose – Expected results: 

By applying the instruments (tasks, surveys), the project enables reliable statements to be made on how many students in the Passepartout region have attained the basic competences determined by the EDK for reading, listening and speaking. Moreover, in areas for which Passepartout has set higher objectives, it can be ascertained whether the students have achieved these objectives. In addition, the students’ learning progression between the 8th and 11th school year can be charted. Linking a part of the tasks with the teaching material does not, however, only enable statements about communicative competence based on the general CEFR levels; it also allows conclusions about the attainment of curriculum-specific goals in other areas to be made. In addition to other possible areas of application, the results from the student and teacher surveys can be used to explain possible differences in student performance.

The results also allow cautious conclusions to be drawn about how successful the teaching with Passepartout materials is in general, how well the concept is implemented, and where improvement is necessary.

Financed by the credit dedicated to the result-based evaluation of French teaching in the Passpartout region.