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Research Article

Progettare la valutazione scolastica degli studenti con BiLS


Proposta di un modello dinamico e ruolo del feedback

Carlos Alberto Melero Rodríguez    Università Ca’ Foscari Venezia, Italia     ORCID iD


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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.

Keywords: Assessment. Specific Linguistic Needs. Feedback. Language assessment. Assessment model.

Language: it

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

permalink: http://doi.org/10.30687/ELLE/2280-6792/2017/03/005

Creative Commons License This work is licensed under a Creative Commons Attribution 4.0 International License 

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