Kurcbaum Futer, MiriamSampaio Farneda, Eliete2013-06-242013-06-242013-06-24https://hdl.handle.net/2139/15721Paper presented at the Biennial Conference of The University of the West Indies Schools of Education, 23-25 April, 2013, St. Augustine, Trinidad and TobagoThis study sought to analyse the results of the implementation of the correction grid of the Celpe-Bras Proficiency Exam as an assessment tool of students' writing in Portuguese as a Foreign Language, at the St. Augustine Campus of The University of the West Indies (UWI). A comprehensive analysis of the students' activities showed how this assessment approach promoted students' language development. The study showed that assessing students' work holistically increased their motivation in writing and also increased their self-esteem as language users. Students were encouraged to produce more and longer samples of writing as both form and content were highly valued. The study supports the adoption of a student-centred pedagogy in both learning and testing, as it demonstrated that an effective assessment tool could help students fulfil their intended linguistic and communicative goalsenForeign language educationPortugueseUniversity studentsStudent evaluationLanguage proficiencyEvaluation methodsCase studiesThe University of the West Indies, St. AugustineConference papersTrinidad and TobagoPresentation