Pillet, MaudSonina, Snejina2025-11-102025-11-102025-06-309788413963129https://riunet.upv.es/handle/10251/227073[EN] This article documents the evolution of language assessment in university French courses from written-exam dominance to oral production-centered evaluation. Driven by action-based pedagogical approaches, COVID-19 adaptations, and AI translation challenges, the authors' institution eliminated final written exams across all language courses.The study presents the Theory-and-Practice (TaP) methodology for teaching French phonetics using the International Phonetic Alphabet, enabling beginners to master pronunciation systematically within one semester. Detailed evaluation rubrics are provided for beginner through advanced levels, demonstrating how oral assessments now represent 20-45% of final grades.Results show that oral production evaluation is AI-proof, efficiently tests multiple skills simultaneously, and is valued by students (90% recognize pronunciation's career importance). The authors advocate for broader implementation of oral examinations while acknowledging the need to address student anxiety and inclusiveness concerns.Reconocimiento - No comercial - Compartir igual (by-nc-sa)Oral proficiency assessmentLanguage proficiencyAI-resistant evaluation methodsLanguage teaching methodologyFormative assessmentAction-based approachPronunciation trainingComunicación en congreso10.4995/HEAd25.2025.20058Abierto