A proposal for a peer-assessment grid of writing in Portuguese as additional language
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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 |
Resumo: | 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. |
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A proposal for a peer-assessment grid of writing in Portuguese as additional languagePropuesta de una tabla de coevaluación de la producción escrita en portugués como lengua adicionalProposta de uma grade de avaliação por pares da produção escrita em português como língua adicionalTask-based language teachingAssessment in additional languagesEnfoque por tareas. Evaluación en lenguas adicionales.Ensino-aprendizagemAvaliaçãoLínguas adicionaisThis 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.Este trabajo tiene por objetivo adaptar la tabla de evaluación profesor-alumno de de Dilli, Schoffen e Schlatter (2012) para una tabla que fomente la interacción alumno-alumno para evaluar la producción escrita en la enseñanza de portugués como lengua adicional a partir del nivel intermedio. El marco teórico se basa principalmente en la noción bajtiniana de uso de la lengua (BAKHTIN, 1997, 2006) y en la evaluación de lenguas (BACHMAN, 1991, CHAPELLE, 1999; RICHARDS; SCHMIDT, 2010), su función pedagógica (LUCKESI, 1996; SANTOS, 2005; SCHLATTER et al., 2005) y la noción de competencia (SCHOFFEN, 2009). La metodología consistió en la sustitución de términos técnicos y en la inclusión de un espacio para mediar la reflexión lingüística. De ello resulta una tabla que estimula una actitud responsiva y promueve un aprendizaje colaborativo. Se concluye que la tabla propuesta motiva la adopción de una postura inclusiva del profesor en el proceso de evaluación, auxilia a los alumnos en el desarrollo de una postura más activa y fomenta el aprendizaje mediante la interacción.Este artigo tem como objetivo adaptar a grade de avaliação professor-aluno de Dilli, Schoffen e Schlatter (2012) para uma grade que fomente a interação aluno-aluno para avaliar a produção escrita no ensino de PLA a partir do nível intermediário. O marco teórico advém principalmente da noção bakhtiniana de uso da língua (BAKHTIN, 1997, 2006) e da avaliação de línguas, especialmente o conceito de avaliação (BACHMAN, 1991; CHAPELLE, 1999; RICHARDS; SCHMIDT, 2010), sua função pedagógica (LUCKESI, 1996; SANTOS, 2005; SCHLATTER et al., 2005) e a noção de proficiência (SCHOFFEN, 2009). Como metodologia, substituíram-se os termos técnicos e incluiu-se um espaço para mediar a reflexão linguística. O resultado é uma grade que estimula uma atitude responsiva e promove uma aprendizagem colaborativa. Conclui-se que a grade proposta motiva uma postura inclusiva do professor no processo de avaliação, auxilia os alunos no desenvolvimento de uma postura ativa e fomenta a aprendizagem por meio da interação.Universidade Estadual de Londrina2020-12-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/3624210.5433/1519-5392.2020v20n2p23Entretextos; v. 20 n. 2 (2020); 23-422764-08091519-5392reponame:Revista Entretextosinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/36242/28483Copyright (c) 2020 Entretextosinfo:eu-repo/semantics/openAccessBorba, Laura Campos de2021-02-24T12:25:50Zoai:ojs.pkp.sfu.ca:article/36242Revistahttps://www.uel.br/revistas/uel/index.php/entretextosPUBhttps://www.uel.br/revistas/uel/index.php/entretextos/oai||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br1519-53922764-0809opendoar:2021-02-24T12:25:50Revista Entretextos - Universidade Estadual de Londrina (UEL)false |
dc.title.none.fl_str_mv |
A proposal for a peer-assessment grid of writing in Portuguese as additional language Propuesta de una tabla de coevaluación de la producción escrita en portugués como lengua adicional Proposta de uma grade de avaliação por pares da produção escrita em português como língua adicional |
title |
A proposal for a peer-assessment grid of writing in Portuguese as additional language |
spellingShingle |
A proposal for a peer-assessment grid of writing in Portuguese as additional language Borba, Laura Campos de Task-based language teaching Assessment in additional languages Enfoque por tareas. Evaluación en lenguas adicionales. Ensino-aprendizagem Avaliação Línguas adicionais |
title_short |
A proposal for a peer-assessment grid of writing in Portuguese as additional language |
title_full |
A proposal for a peer-assessment grid of writing in Portuguese as additional language |
title_fullStr |
A proposal for a peer-assessment grid of writing in Portuguese as additional language |
title_full_unstemmed |
A proposal for a peer-assessment grid of writing in Portuguese as additional language |
title_sort |
A proposal for a peer-assessment grid of writing in Portuguese as additional language |
author |
Borba, Laura Campos de |
author_facet |
Borba, Laura Campos de |
author_role |
author |
dc.contributor.author.fl_str_mv |
Borba, Laura Campos de |
dc.subject.por.fl_str_mv |
Task-based language teaching Assessment in additional languages Enfoque por tareas. Evaluación en lenguas adicionales. Ensino-aprendizagem Avaliação Línguas adicionais |
topic |
Task-based language teaching Assessment in additional languages Enfoque por tareas. Evaluación en lenguas adicionales. Ensino-aprendizagem Avaliação Línguas adicionais |
description |
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. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-11 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/36242 10.5433/1519-5392.2020v20n2p23 |
url |
https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/36242 |
identifier_str_mv |
10.5433/1519-5392.2020v20n2p23 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/36242/28483 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Entretextos info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Entretextos |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Londrina |
publisher.none.fl_str_mv |
Universidade Estadual de Londrina |
dc.source.none.fl_str_mv |
Entretextos; v. 20 n. 2 (2020); 23-42 2764-0809 1519-5392 reponame:Revista Entretextos instname:Universidade Estadual de Londrina (UEL) instacron:UEL |
instname_str |
Universidade Estadual de Londrina (UEL) |
instacron_str |
UEL |
institution |
UEL |
reponame_str |
Revista Entretextos |
collection |
Revista Entretextos |
repository.name.fl_str_mv |
Revista Entretextos - Universidade Estadual de Londrina (UEL) |
repository.mail.fl_str_mv |
||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br |
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1799315389431152640 |