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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    

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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
IT

Keywords: Specific Linguistic NeedsFeedbackLanguage assessmentAssessment modelAssessment

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.