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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/10278/45571

Titolo: La valutazione delle lingue straniere e seconde nella scuola : Dalla teoria alla pratica
Autore⁄i: Novello, Alberta
Data di pubblicazione: 2014
Tipo di documento: Book
Serie: SAIL
 - Studi sull’apprendimento e l’insegnamento linguistico 4
Publisher: Edizioni Ca' Foscari
Abstract: Chapter 1 describes the link between evaluation and teaching. Although language assessment is an important part of everyday teaching and learning in the language classroom, most teachers still have little competence in it. There is a lack of awareness on how assessment can improve both teaching and learning, and few materials and guidelines have been provided. The first part of the chapter aims to inform teachers on the benefits of evaluation, giving suggestions to achieve an effective classroom assessment. The chapter continues with a distinction between the aims and features of evaluation for foreigners and second languages, analysing their different roles in language education. It also describes how effective planning of curricular objectives can facilitate educational assessment; materials and guidelines for planning are given, both for foreigners and second languages. Particular attention is given to the planning of communicative tasks and to the goal setting as methodologies to offer an effective language teaching. As a useful material for language teaching and evaluation, the main features of the Common European Framework of Reference are then explained. Furthermore the chapter deals with the evaluation of very young learners as they need specific assessment techniques according to their age and cognitive development. The last part of the chapter focuses on assessment in Content and Language Integrated Learning suggesting ways of evaluation and providing samples of criteria and grids. Chapter 2 deals with the features of evaluation. It describes the different stages of assessment and the main features of a purpose-written test. In particular it explains the differences between assessment, evaluation and measurement since quite often their meaning is still misunderstood among teachers. It also explains the aims and characteristics of formative and summative assessment, analysing their effects in the language classroom due to the different type of feedback they provide. The chapter continues with the types of language tests a teacher can use in language teaching, highlighting their purposes and specifying their use according to the feedback required. The last part of the chapter is devoted to the main features of a language test. Validity, which is the ability of a test to measure what is intended to be measured, and reliability, with regards to the test scores, are explained, together with some other important characteristics which are: authenticity, equity and practicability. Chapter 3 goes through the planning of a language test. It describes the stages a teacher should follow to create a good test and it provides guidelines from the planning to the taking of a language test. The chapter also describes the kind of feedback classroom assessment requires, explaining the different aims of qualitative and quantitative feedback. Materials for searching and giving qualitative feedback are also provided in order to give teachers samples of materials to be used in the language classroom. As a fundamental knowledge for language teachers, communicative competence is then presented, explaining its different models through the years and analysing its components. The second part of the chapter explains the tasks to be used in a class-based test; a list of tasks is provided, together with guidelines for their construction. Particular attention is given to observation, which is a fundamental part in classroom assessment. The last part of the chapter explains the methodology to create criteria and marks in a language test, providing samples of scales, grids and marking. Chapter 4 presents a new model concerning motivation in evaluation. In the paragraphs some procedures, methodologies and strategies are explained to raise students’ willingness to be evaluated, with consideration of the washback effect of evaluation on their learning. In particular sharing of criteria and feedback, familiarity to the test, instruments for recovery, correction of mistakes, self-assessment and the portfolio are taken into consideration. Chapter 5 is devoted to language certifications. It explains the aims of language exams, highlighting their role in language acquisition. Language certifications have become more and more known and utilized and the chapter focuses on their effects in language education. Language exams for children are also presented underlying their different role in education. The chapter goes through a description and an analysis of the main national and international exams, analysing their features and aims. It ends with some considerations based on the comparison of the exams, which stress their qualities and weaknesses.
Lingua del testo: eng
ita
Accessibilità del testo pieno: open
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