Designing School Evaluation for Special Language Needs Students

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DC Field	Value
dc.identifier	ECF_article_1367
dc.title	Designing School Evaluation for Special Language Needs Students. A Proposal for a Dynamic Model and the Role of Feedback
dc.contributor.author	Melero Rodríguez Carlos Alberto
dc.publisher	Edizioni Ca’ Foscari - Digital Publishing
dc.type	Research Article
dc.language.iso	it
dc.identifier.uri	http://edizionicafoscari.unive.it/en/edizioni4/riviste/elle/2017/3numero-monografico/progettare-la-valutazione-scolastica-degli-student/
dc.description.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.
dc.relation.ispartof	EL.LE
dc.relation.ispartof	Vol. 6 \| Issue 3 \| November 2017
dc.issued	2017-11-30
dc.dateAccepted	2018-03-03
dc.dateSubmitted	2018-02-10
dc.identifier.issn
dc.identifier.eissn	2280-6792
dc.rights	Creative Commons Attribution 4.0 International Public License
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
dc.identifier.doi	10.30687/ELLE/2280-6792/2017/03/005
dc.peer-review	yes
dc.subject	Assessment
dc.subject	Assessment
dc.subject	Assessment model
dc.subject	Assessment model
dc.subject	Feedback
dc.subject	Feedback
dc.subject	Language assessment
dc.subject	Language assessment
dc.subject	Specific Linguistic Needs
dc.subject	Specific Linguistic Needs

Research Article
open access peer reviewed

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

Keywords

Language assessment • Specific Linguistic Needs • Assessment model • Feedback • Assessment

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

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