Progettare la valutazione scolastica degli studenti con BiLS

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Campo DC	Valore
dc.identifier	ECF_article_1367
dc.title	Progettare la valutazione scolastica degli studenti con BiLS. Proposta di un modello dinamico e ruolo del feedback
dc.contributor.author	Melero Rodríguez Carlos Alberto
dc.publisher	Edizioni Ca’ Foscari - Digital Publishing
dc.type	Articolo
dc.language.iso	it
dc.identifier.uri	http://edizionicafoscari.it/it/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 \| Num. 3 \| Novembre 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

Articolo
open access peer reviewed

Proposta di un modello dinamico e ruolo del 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.

Pubblicato

30 Novembre 2017

Accettato

03 Marzo 2018

Presentato

10 Febbraio 2018

Lingua

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

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

Copyright: © 2017 Carlos Alberto Melero Rodríguez. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.

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