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Designing School Evaluation for Special Language Needs Students

A Proposal for a Dynamic Model and the Role of Feedback

Carlos Alberto Melero Rodríguez    Università Ca’ Foscari Venezia, Italia    

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abstract

Language assessment in a classroom-based context is a complex and delicate topic, particularly when the student who is being assessed has Specific Linguistic Needs. This paper outlines a theoretical model for classroom-based assessment of students with Specific Needs. One of the key-points of the model will be feedback, intended both as a phase where results are shared with the students, families or tutors, but also as control system where the results measurements are reintroduced into the system to improve and adjust it.

Published
Nov. 30, 2017
Accepted
March 3, 2018
Submitted
Feb. 10, 2018
Language
IT