Language testing for minority students in portuguese schools: Teacher’s decision making based in common european framework
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.12/6220 |
Resumo: | Recent research on cognitive and academic performance assessment of immigrant students evidences inconsistencies in teachers’ practice regarding performance assessment of L2 students. We aim to verify whether students classified by schools as having different proficiency levels in accordance to the Common European Framework of Reference for Languages (CEFR, 2001) perform differently in tests on vocabulary and verbal reasoning. The study included 23 learners of Portuguese as L2 aged 9-18, divided into three groups according to their proficiency level (A1, A2, B1). Assessment tools included four tasks - verbal analogies, semantic associations, picture naming and morphological extraction. Our expectations are that A1 students perform more poorly in all tasks than A2 students and that these perform more poorly than students classified as having a B1 level in Portuguese language. Results show that, on the one hand, there are performance differences among proficiency groups and, on the other hand, there is inconsistency in the expected order of performance differences in the tasks (from the beginner to the most advanced level). Results suggest inconsistencies in teachers’ practice regarding testing of the performance of minority groups with implications in the academic success of the identified students. |
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Language testing for minority students in portuguese schools: Teacher’s decision making based in common european frameworkPruebas de lengua para estudiantes portugueses en escuelas minoritarias: Decisiones de profesores basadas en el marco de referencia europeaSecond language assessmentLinguistic minoritiesProficiency levelVerbal reasoningVocabularyCommon europeanFrameworkEvaluación segunda lenguaMinorías lingüísticasNivel de competenciaRazonamiento verbalVocabularioMarco común europeoRecent research on cognitive and academic performance assessment of immigrant students evidences inconsistencies in teachers’ practice regarding performance assessment of L2 students. We aim to verify whether students classified by schools as having different proficiency levels in accordance to the Common European Framework of Reference for Languages (CEFR, 2001) perform differently in tests on vocabulary and verbal reasoning. The study included 23 learners of Portuguese as L2 aged 9-18, divided into three groups according to their proficiency level (A1, A2, B1). Assessment tools included four tasks - verbal analogies, semantic associations, picture naming and morphological extraction. Our expectations are that A1 students perform more poorly in all tasks than A2 students and that these perform more poorly than students classified as having a B1 level in Portuguese language. Results show that, on the one hand, there are performance differences among proficiency groups and, on the other hand, there is inconsistency in the expected order of performance differences in the tasks (from the beginner to the most advanced level). Results suggest inconsistencies in teachers’ practice regarding testing of the performance of minority groups with implications in the academic success of the identified students.Investigaciones recientes sobre la evaluación del rendimiento cognitivo y académico de los estudiantes extranjeros ponen en evidencia las incoherencias de la práctica de los docentes en relación a la evaluación del desempeño de los estudiantes de L2. Nuestro objetivo es verificar si los estudiantes clasificados por las escuelas, que tienen diferentes niveles de competencia de acuerdo con el Marco Común Europeo de Referencia para las Lenguas (MCER, 2001), actúan de forma diferente en las pruebas de vocabulario y razonamiento verbal. En el estudio participaron 23 estudiantes de portugués como L2 9 -18 años, dividido en tres grupos según su nivel de competencia (A1, A2, B1). Las herramientas de evaluación incluyen cuatro tareas - analogías verbales, asociaciones semánticas, reconocimiento de imágenes y extracción morfológica. Nuestras expectativas son que los estudiantes A1 tienen un rendimiento peor que los estudiantes A2 en todas las tareas y que éstos realizan aún peor que los estudiantes clasificados con un nivel B1 en lengua portuguesa. Los resultados muestran que, por una parte, hay diferentes capacidades de rendimiento entre los grupos de competencia y, por otro lado, hay inconsistencia en las capacidades esperadas en cada uno de los diferentes grupos (desde el principiante hasta el nivel más avanzado). Los resultados sugieren inconsistencias en la práctica de los docentes respecto a las pruebas de la actuación de los grupos minoritarios con implicaciones en el éxito académico de los estudiantes identificados.Universidad de Granada, Facultad de Ciencias de la EducacionRepositório do ISPAFigueiredo, SandraMartins, Margarida AlvesSilva, Carlos Fernandes da2018-02-24T12:12:20Z2017-01-01T00:00:00Z2017-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.12/6220engPorta Linguarum, 27, 21-33.1697-7467info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2022-09-05T16:41:57Zoai:repositorio.ispa.pt:10400.12/6220Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T15:24:03.377347Repositório 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 |
Language testing for minority students in portuguese schools: Teacher’s decision making based in common european framework Pruebas de lengua para estudiantes portugueses en escuelas minoritarias: Decisiones de profesores basadas en el marco de referencia europea |
title |
Language testing for minority students in portuguese schools: Teacher’s decision making based in common european framework |
spellingShingle |
Language testing for minority students in portuguese schools: Teacher’s decision making based in common european framework Figueiredo, Sandra Second language assessment Linguistic minorities Proficiency level Verbal reasoning Vocabulary Common european Framework Evaluación segunda lengua Minorías lingüísticas Nivel de competencia Razonamiento verbal Vocabulario Marco común europeo |
title_short |
Language testing for minority students in portuguese schools: Teacher’s decision making based in common european framework |
title_full |
Language testing for minority students in portuguese schools: Teacher’s decision making based in common european framework |
title_fullStr |
Language testing for minority students in portuguese schools: Teacher’s decision making based in common european framework |
title_full_unstemmed |
Language testing for minority students in portuguese schools: Teacher’s decision making based in common european framework |
title_sort |
Language testing for minority students in portuguese schools: Teacher’s decision making based in common european framework |
author |
Figueiredo, Sandra |
author_facet |
Figueiredo, Sandra Martins, Margarida Alves Silva, Carlos Fernandes da |
author_role |
author |
author2 |
Martins, Margarida Alves Silva, Carlos Fernandes da |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
Repositório do ISPA |
dc.contributor.author.fl_str_mv |
Figueiredo, Sandra Martins, Margarida Alves Silva, Carlos Fernandes da |
dc.subject.por.fl_str_mv |
Second language assessment Linguistic minorities Proficiency level Verbal reasoning Vocabulary Common european Framework Evaluación segunda lengua Minorías lingüísticas Nivel de competencia Razonamiento verbal Vocabulario Marco común europeo |
topic |
Second language assessment Linguistic minorities Proficiency level Verbal reasoning Vocabulary Common european Framework Evaluación segunda lengua Minorías lingüísticas Nivel de competencia Razonamiento verbal Vocabulario Marco común europeo |
description |
Recent research on cognitive and academic performance assessment of immigrant students evidences inconsistencies in teachers’ practice regarding performance assessment of L2 students. We aim to verify whether students classified by schools as having different proficiency levels in accordance to the Common European Framework of Reference for Languages (CEFR, 2001) perform differently in tests on vocabulary and verbal reasoning. The study included 23 learners of Portuguese as L2 aged 9-18, divided into three groups according to their proficiency level (A1, A2, B1). Assessment tools included four tasks - verbal analogies, semantic associations, picture naming and morphological extraction. Our expectations are that A1 students perform more poorly in all tasks than A2 students and that these perform more poorly than students classified as having a B1 level in Portuguese language. Results show that, on the one hand, there are performance differences among proficiency groups and, on the other hand, there is inconsistency in the expected order of performance differences in the tasks (from the beginner to the most advanced level). Results suggest inconsistencies in teachers’ practice regarding testing of the performance of minority groups with implications in the academic success of the identified students. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-01-01T00:00:00Z 2017-01-01T00:00:00Z 2018-02-24T12:12:20Z |
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 |
http://hdl.handle.net/10400.12/6220 |
url |
http://hdl.handle.net/10400.12/6220 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Porta Linguarum, 27, 21-33. 1697-7467 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidad de Granada, Facultad de Ciencias de la Educacion |
publisher.none.fl_str_mv |
Universidad de Granada, Facultad de Ciencias de la Educacion |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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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 |
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1799130102257156096 |