A proposal for a peer-assessment grid of writing in Portuguese as additional language

• Autor(a) principal: Borba, Laura Campos de
• Data de Publicação: 2020
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Entretextos
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/36242
• topic: Task-based language teaching; Assessment in additional languages; Enfoque por tareas. Evaluación en lenguas adicionales.; Ensino-aprendizagem; Avaliação; Línguas adicionais

This paper adjusts the teacher-student assessment grid of de Dilli, Schoffen e Schlatter (2012) to a grid that stimulates interaction among students to assess writing in Portuguese as Additional Language from intermediate level onwards. The theoretical framework used builds on Bakhtin's notion of language use (BAKHTIN, 1997, 2006) and notions of the area of language assessment, especially the concept of assessment (BACHMAN, 1991; CHAPELLE, 1999; RICHARDS; SCHMIDT, 2010), their pedagogic function (LUCKESI, 1996; SANTOS, 2005; SCHLATTER et al., 2005), and the concept of proficiency (SCHOFFEN, 2009). The methodology consists of substituting technical terms and including a step to mediate the development of linguistic awareness. The resultant grid stimulates responsive reactions and promotes collaborative learning through interaction. In conclusion, the adjusted grid encourages teachers to adopt an inclusive attitude during the assessment process, helps students in developing a more active attitude, and fosters learning through interaction.