Acmei school Evaluation
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Transcript of Acmei school Evaluation
EDUCATION AND TRAINING
The evaluation of foreign
students
(dott. Giulio Ricotti)
Learning occurs when a significant
change in the environmental conditions
(stimulus) causes a real change of
behavior (response).
The learning of foreign students
Indicators of the learning process
1) Participation and commitment (motivation)
2) Sociability and collaboration (overcoming cognitive
egocentrism)
3) Application (using appropriately the proposed model /
deliveries)
4) Transfer (problem solving highlighting similarities /
differences between known and unknown situations)
5) Reconstruction / generalization (reflection on their own
work)
Cosa? Cosa sa? Cosa sa fare?
Raccogliere dati su:
1) saperi legati alla conoscenza della L2
2) saperi e procedure legati alle diverse discipline
( utilizzo degli indicatori per indagare abilità oltre quelle
linguistiche )
Passi essenziali della procedura
valutativa
L2
(second language)
L1
(first language)
Macro-disciplinary skills
Listening and
understanding
Listening and
understanding
Bind symbol to quantity
Reading and
understanding
Reading and
understanding / reading
aloud
Solve the problematic
situation
Scripture:
copied
dictation
Autonomous based on
input
Scripture:
copied
dictation
Autonomous based on
input
Classified according to
assigned criterion
From the general to find
subsets
Working with numbers
Memorise
Draw
1. Associate a symbol to a quantity (abstract)
arithmetic, geometry, geography, music, history
2. Resolve a problematic situation (reasoning)
all disciplines
3. Classified according to since criterion (categorize)
all disciplines
4. Recognize major and minor compared to a quantity
(compare and rank)
mathematics, Italian, geography
5. Working with numbers (calculated)
mathematics
Main links between macro-skills and
disciplines 1/3
Main links between macro-skills and
disciplines 2/3
6. Put in a logical sequence of data, follow the rhythms
(reasoning)
mathematics, Italian language, foreign language, music,
history, science
7. Grasp the difference (compare, differentiate and classify)
all disciplines
8. Memorise
all disciplines
9. Locate and use the colors (to perceive, distinguish, to
attribute meaning)
geography, basic skills
Main links between macro-skills and
disciplines 3/3
10. Manipulate different materials (use fine motor skills,
organize themselves spatially)
mathematics, geography, physical education
11. Draw (perceive, using fine motor skills)
First language, foreign language, geography, mathematics
12. Use the body in motion (locomotion, perception
Rhythms, sequencing)
all disciplines
Building academic success of foreign
students The school must take responsibility for:
enhancement of knowledge and skills prior (linguistic /
disciplinary)
training agreement with the student and / or his family
programming, and then subsequent evaluation, custom
The evaluation is a process
that allows to make choices
What is success in school?
Variables:
It depends on the different degrees of school
Depends on the objectives that arises school
Depends on the objectives that confront families and students
Are there objective parameters to determine this?
Do we put it in perspective formative or evaluative?
STATISTICAL (Italy)
When are you happier at school?
38% of foreign children responded
"When I get good grades"
The 36% "when I understand now what the teacher says"
Among the most common expectations research reports:
"I go to school to be able to speak and write well"
Source : MIUR
Let's not forget the role of motivation
At the base of the desire for self-determination and self-
It is powered by:
news
attraction
functionality
Quali tipi di valutazione?
Valutazione diagnostica fase iniziale del percorso formativo
Valutazione in itinere accompagna costantemente il
processo
didattico - formativo
Valutazione sommativa fase finale
Evaluation and correction of errors
The error in the history of language teaching
Structuralist approach (50s): developed on the linguistic theories
of Bloomfield and those of psychology neocomportamentaristica
Skinner.
The path of L2 instruction was based on the sequence
STIMULUS ANSWER CONFIRM OR CORRECTION
Student regarded as a tabula rasa, the error is perceived as a
problem.
Communicative approach (60): the theories of reference are to be
attributed all'antropolinguistica of Malinowski,
sociolinguistics Fishman and Lado.
The student is no longer a blank slate, it is called
to play an ACTIVE ROLE, it begins to speak of communicative
competence (oral skills / receiving / production)
From communicative approach to humanistic-affective
The error is perceived as a signal of the process
language acquisition
It is possible to control the input to a certain point.
Even in the learning of the mother tongue is the child who selects
the input with respect to the magnitude of the stimuli it
receives.
The error analysis is significant for 3 reasons:
1. The teacher can detect progress or setbacks in learning
2. It's Possible to identify the strategies used by learners
3. A student can develop awareness of mechanism of
language acquisition (LAD)
These considerations undermine the old beliefs according to
which is the teacher who decides how you learn, what you
learn and when you learn.
Making mistakes is an inevitable and necessary part of the
Process of language acquisition
When and how to correct?
Two schools of thought :
Opponents of the correction correction causes
frustration, insecurity and loss of self-esteem
Favorable to the correction the error is a negative
habit and if you don’t remove there is a risk of fossilization
From our point of view, the question to ask is not "correct
or not correct" rather “When and how to correct?”
omission
addition
replacement
inversion
Segmentation (linguistic elements are interpreted
as independent when they are bound, or vice versa)
Cataloging error
Grouping errors
Occasional or pre-systematic errors : the student has not yet
aware of the existence of a rule for a linguistic appearance
Systematic errors : the error occurs when the student
try to apply what he’s discovering
post-systematic or superfluous errors : the student has discovered
the rule but he’s inconsistent in applying
The most frequent causes of errors
- Transfer the mother tongue
- Overgeneralization: the rule should apply also to cases which
behave differently
- Simplification: omission of anything that can be
deemed unnecessary
- Mingling structures
Criteria for correction and evaluation
1. Establish clear and shared correcting codes
2. Correct only what is identified as real error
3. In written texts mark the error on the text of the student and
offer the student the correct text himself (compare the error)
4. Speaking, never interrupt the spontaneous production,
write down the errors and repeat in correct model
Criteria for correction and evaluation
On the evaluation is necessary to reflect upstream.
The error is due to a gap, lack of study,
Superficial approach to discipline?
The error can be traced back to a lack of knowledge
rule because of the untimely with respect to the phase
interlanguage?
The error has undermined the effectiveness of communication
or not? How "serious" can be considered?
The 4 functions of evaluation
didactic function The teacher informs the student about his
learning process (stages and objectives).
relational function provides for the assessment in the
classroom, as a public deed (not to underestimate the scale: the
creation of hierarchies, influence social relations within the class,
Induces comparisons on "justice" and "egualianza")
bureaucratic function summative assessment ("vote" /
"certification")
pedagogical function regulative of the educational process in
general
Types of evaluation
The idiographic evaluation provides a comparison between the initial
situation of the student and the final one, noting trends and changes. Positive in
the early stages, however, is likely to consider the student divorced from the
social context (class) and away from the standards of his peers.
The regulatory evaluation provides a comparison of the performance of the
individual and the group, it may be detrimental to pupils experiencing
momentary difficulties .
The criterial evaluation establishes a comparison between the results
achieved by individual pupils and predetermined criteria earlier in programming.
Standard of Reference
Directive CEE n.77/486 states that for the children of foreign countries
of the European Community the "educational programming should
include specific activities to support or integration, in favor of the same,
in order to:
a) adapt the teaching of the language of the host country and
other subjects of study to their specific needs;
b) promote the teaching of the language and culture of the country of
origin in coordination with the teaching of the compulsory subjects
included in the curriculum. "
With the support of the
Lifelong Learning Programme — Grundtvig of the European Union
This project has been funded with support from the European Commission. This communication
reflects the views only of the author, and the Commission cannot be held responsible for any use
which may be made of the information contained therein