Testing different text genres in linguistic minority students within the Bremer Förderprojekt: how should “stylistic aspects” be assessed?

None of the linguistic evaluations currently in use seems appropriate for long-term considerations and for assessing literacy-related skills required in academic contexts. This article presents a diagnostic instrument which focuses on both the grammatical correctness of written language productio...

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Bibliographic Details
Published in:Professionalisierung und Diagnosekompetenz (Band V.6)
Main Author: Cantone, Katja, F.
Contributor: Zentrum für Lehrerbildung (Issuing body)
Contributors: Hansmann, Wilfried & Dirks, Una
Format: Book Chapter
Language:English
Published: Philipps-Universität Marburg 2012
Erziehungswissenschaft
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Table of Contents: None of the linguistic evaluations currently in use seems appropriate for long-term considerations and for assessing literacy-related skills required in academic contexts. This article presents a diagnostic instrument which focuses on both the grammatical correctness of written language production and on genre-specific writing styles required in the class-room. The basic goals are (1) to measure the linguistic skills to date and/or learning progress; (2) to state which literacy-related skills students need in order to perform well; (3) to explore how written texts can be measured in a test; and (4) to find out how students can be supported in order to achieve these skills.