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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...
Gardado en:
| Publicado en: | Professionalisierung und Diagnosekompetenz (Band V.6) |
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| Autor Principal: | |
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| Formato: | Kapitel |
| Idioma: | inglés |
| Publicado: |
Philipps-Universität Marburg
2012
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| Schlagworte: | |
| Acceso en liña: | Texto completo PDF |
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| Zusammenfassung: | 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. |
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| DOI: | 10.17192/es2012.0005 |