Grammatical knowledge assessed at the end of compulsory education: an analysis of national final exams of secondary education

Detalhes bibliográficos
Autor(a) principal: Valente Rodrigues, Sónia
Data de Publicação: 2019
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.26334/2183-9077/rapln6ano2019a5
Resumo: The present study aims to understand how syntactic knowledge is assessed in exams and to compare the level of difficulty between comparable items, from the point of view of the object of assessment. The corpus includes 66 grammar assessment items, taken from the national final exams of secondary education, carried out between 2010 and 2017. The analysis focused on two indicators: the structural / syntactic pattern of instruction setting out the task to be performed by students and the metalinguistic operations required to respond to the instruction. The results describe the existence of different levels of difficulty in assessment items that have the same learning object. The study proves that similarly formulated instructions do not always match the same level of difficulty, nor are the same learnings assessed. It also proves that the tasks required from students involve metalinguistic operations of greater complexity than comprehension.
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spelling Grammatical knowledge assessed at the end of compulsory education: an analysis of national final exams of secondary educationConhecimento gramatical avaliado à saída da escolaridade obrigatória: uma análise de exames nacionais do ensino secundárioescolaridade obrigatóriaavaliação de aprendizagens gramaticaisavaliação externaexamecompulsory educationgrammar assessmentexternal assessmentexamThe present study aims to understand how syntactic knowledge is assessed in exams and to compare the level of difficulty between comparable items, from the point of view of the object of assessment. The corpus includes 66 grammar assessment items, taken from the national final exams of secondary education, carried out between 2010 and 2017. The analysis focused on two indicators: the structural / syntactic pattern of instruction setting out the task to be performed by students and the metalinguistic operations required to respond to the instruction. The results describe the existence of different levels of difficulty in assessment items that have the same learning object. The study proves that similarly formulated instructions do not always match the same level of difficulty, nor are the same learnings assessed. It also proves that the tasks required from students involve metalinguistic operations of greater complexity than comprehension.Associação Portuguesa de Linguística2019-11-25info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.26334/2183-9077/rapln6ano2019a5https://doi.org/10.26334/2183-9077/rapln6ano2019a5Revista da Associação Portuguesa de Linguística; No. 6 (2019): Special Issue: Assessing Grammatical Learning at School; 41-64Revista da Associação Portuguesa de Linguística; N.º 6 (2019): Número temático: Avaliar Aprendizagens Gramaticais na Escola; 41-642183-9077reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://ojs.apl.pt/index.php/rapl/article/view/52https://ojs.apl.pt/index.php/rapl/article/view/52/54Direitos de Autor (c) 2019 Sónia Valente Rodriguesinfo:eu-repo/semantics/openAccessValente Rodrigues, Sónia2023-12-02T10:17:24Zoai:ojs3.ojs.apl.pt:article/52Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:35:58.451711Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Grammatical knowledge assessed at the end of compulsory education: an analysis of national final exams of secondary education
Conhecimento gramatical avaliado à saída da escolaridade obrigatória: uma análise de exames nacionais do ensino secundário
title Grammatical knowledge assessed at the end of compulsory education: an analysis of national final exams of secondary education
spellingShingle Grammatical knowledge assessed at the end of compulsory education: an analysis of national final exams of secondary education
Valente Rodrigues, Sónia
escolaridade obrigatória
avaliação de aprendizagens gramaticais
avaliação externa
exame
compulsory education
grammar assessment
external assessment
exam
title_short Grammatical knowledge assessed at the end of compulsory education: an analysis of national final exams of secondary education
title_full Grammatical knowledge assessed at the end of compulsory education: an analysis of national final exams of secondary education
title_fullStr Grammatical knowledge assessed at the end of compulsory education: an analysis of national final exams of secondary education
title_full_unstemmed Grammatical knowledge assessed at the end of compulsory education: an analysis of national final exams of secondary education
title_sort Grammatical knowledge assessed at the end of compulsory education: an analysis of national final exams of secondary education
author Valente Rodrigues, Sónia
author_facet Valente Rodrigues, Sónia
author_role author
dc.contributor.author.fl_str_mv Valente Rodrigues, Sónia
dc.subject.por.fl_str_mv escolaridade obrigatória
avaliação de aprendizagens gramaticais
avaliação externa
exame
compulsory education
grammar assessment
external assessment
exam
topic escolaridade obrigatória
avaliação de aprendizagens gramaticais
avaliação externa
exame
compulsory education
grammar assessment
external assessment
exam
description The present study aims to understand how syntactic knowledge is assessed in exams and to compare the level of difficulty between comparable items, from the point of view of the object of assessment. The corpus includes 66 grammar assessment items, taken from the national final exams of secondary education, carried out between 2010 and 2017. The analysis focused on two indicators: the structural / syntactic pattern of instruction setting out the task to be performed by students and the metalinguistic operations required to respond to the instruction. The results describe the existence of different levels of difficulty in assessment items that have the same learning object. The study proves that similarly formulated instructions do not always match the same level of difficulty, nor are the same learnings assessed. It also proves that the tasks required from students involve metalinguistic operations of greater complexity than comprehension.
publishDate 2019
dc.date.none.fl_str_mv 2019-11-25
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://doi.org/10.26334/2183-9077/rapln6ano2019a5
https://doi.org/10.26334/2183-9077/rapln6ano2019a5
url https://doi.org/10.26334/2183-9077/rapln6ano2019a5
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://ojs.apl.pt/index.php/rapl/article/view/52
https://ojs.apl.pt/index.php/rapl/article/view/52/54
dc.rights.driver.fl_str_mv Direitos de Autor (c) 2019 Sónia Valente Rodrigues
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos de Autor (c) 2019 Sónia Valente Rodrigues
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Associação Portuguesa de Linguística
publisher.none.fl_str_mv Associação Portuguesa de Linguística
dc.source.none.fl_str_mv Revista da Associação Portuguesa de Linguística; No. 6 (2019): Special Issue: Assessing Grammatical Learning at School; 41-64
Revista da Associação Portuguesa de Linguística; N.º 6 (2019): Número temático: Avaliar Aprendizagens Gramaticais na Escola; 41-64
2183-9077
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
repository.mail.fl_str_mv
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