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...
Na minha lista:
Publicado no: | Professionalisierung und Diagnosekompetenz (Band V.6) |
---|---|
Autor principal: | |
Autor Corporativo: | |
Outros Autores: | |
Formato: | Kapitel |
Idioma: | inglês |
Publicado em: |
Philipps-Universität Marburg
2012
|
Assuntos: | |
Acesso em linha: | Texto Completo em Formato PDF |
Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
Resumo: | 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. |
---|---|
DOI: | 10.17192/es2012.0005 |