EDUCATION AND TRAINING

The evaluation of foreign

students

(dott. Giulio Ricotti)

Learning occurs when a significant

change in the environmental conditions

(stimulus) causes a real change of

behavior (response).

The learning of foreign students

Indicators of the learning process

1) Participation and commitment (motivation)

2) Sociability and collaboration (overcoming cognitive

egocentrism)

3) Application (using appropriately the proposed model /

deliveries)

4) Transfer (problem solving highlighting similarities /

differences between known and unknown situations)

5) Reconstruction / generalization (reflection on their own

work)

Cosa? Cosa sa? Cosa sa fare?

Raccogliere dati su:

1) saperi legati alla conoscenza della L2

2) saperi e procedure legati alle diverse discipline

( utilizzo degli indicatori per indagare abilità oltre quelle

linguistiche )

Passi essenziali della procedura

valutativa

L2

(second language)

L1

(first language)

Macro-disciplinary skills

Listening and

understanding

Listening and

understanding

Bind symbol to quantity

Reading and

understanding

Reading and

understanding / reading

aloud

Solve the problematic

situation

Scripture:

copied

dictation

Autonomous based on

input

Scripture:

copied

dictation

Autonomous based on

input

Classified according to

assigned criterion

From the general to find

subsets

Working with numbers

Memorise

Draw

1. Associate a symbol to a quantity (abstract)

arithmetic, geometry, geography, music, history

2. Resolve a problematic situation (reasoning)

all disciplines

3. Classified according to since criterion (categorize)

all disciplines

4. Recognize major and minor compared to a quantity

(compare and rank)

mathematics, Italian, geography

5. Working with numbers (calculated)

mathematics

Main links between macro-skills and

disciplines 1/3

Main links between macro-skills and

disciplines 2/3

6. Put in a logical sequence of data, follow the rhythms

(reasoning)

mathematics, Italian language, foreign language, music,

history, science

7. Grasp the difference (compare, differentiate and classify)

all disciplines

8. Memorise

all disciplines

9. Locate and use the colors (to perceive, distinguish, to

attribute meaning)

geography, basic skills

Main links between macro-skills and

disciplines 3/3

10. Manipulate different materials (use fine motor skills,

organize themselves spatially)

mathematics, geography, physical education

11. Draw (perceive, using fine motor skills)

First language, foreign language, geography, mathematics

12. Use the body in motion (locomotion, perception

Rhythms, sequencing)

all disciplines

Building academic success of foreign

students The school must take responsibility for:

enhancement of knowledge and skills prior (linguistic /

disciplinary)

training agreement with the student and / or his family

programming, and then subsequent evaluation, custom

The evaluation is a process

that allows to make choices

What is success in school?

Variables:

It depends on the different degrees of school

Depends on the objectives that arises school

Depends on the objectives that confront families and students

Are there objective parameters to determine this?

Do we put it in perspective formative or evaluative?

STATISTICAL (Italy)

When are you happier at school?

38% of foreign children responded

"When I get good grades"

The 36% "when I understand now what the teacher says"

Among the most common expectations research reports:

"I go to school to be able to speak and write well"

Source : MIUR

Let's not forget the role of motivation

At the base of the desire for self-determination and self-

It is powered by:

news

attraction

functionality

Quali tipi di valutazione?

Valutazione diagnostica fase iniziale del percorso formativo

Valutazione in itinere accompagna costantemente il

processo

didattico - formativo

Valutazione sommativa fase finale

Evaluation and correction of errors

The error in the history of language teaching

Structuralist approach (50s): developed on the linguistic theories

of Bloomfield and those of psychology neocomportamentaristica

Skinner.

The path of L2 instruction was based on the sequence

STIMULUS ANSWER CONFIRM OR CORRECTION

Student regarded as a tabula rasa, the error is perceived as a

problem.

Communicative approach (60): the theories of reference are to be

attributed all'antropolinguistica of Malinowski,

sociolinguistics Fishman and Lado.

The student is no longer a blank slate, it is called

to play an ACTIVE ROLE, it begins to speak of communicative

competence (oral skills / receiving / production)

From communicative approach to humanistic-affective

The error is perceived as a signal of the process

language acquisition

It is possible to control the input to a certain point.

Even in the learning of the mother tongue is the child who selects

the input with respect to the magnitude of the stimuli it

receives.

The error analysis is significant for 3 reasons:

1. The teacher can detect progress or setbacks in learning

2. It's Possible to identify the strategies used by learners

3. A student can develop awareness of mechanism of

language acquisition (LAD)

These considerations undermine the old beliefs according to

which is the teacher who decides how you learn, what you

learn and when you learn.

Making mistakes is an inevitable and necessary part of the

Process of language acquisition

When and how to correct?

Two schools of thought :

Opponents of the correction correction causes

frustration, insecurity and loss of self-esteem

Favorable to the correction the error is a negative

habit and if you don’t remove there is a risk of fossilization

From our point of view, the question to ask is not "correct

or not correct" rather “When and how to correct?”

omission

addition

replacement

inversion

Segmentation (linguistic elements are interpreted

as independent when they are bound, or vice versa)

Cataloging error

Grouping errors

Occasional or pre-systematic errors : the student has not yet

aware of the existence of a rule for a linguistic appearance

Systematic errors : the error occurs when the student

try to apply what he’s discovering

post-systematic or superfluous errors : the student has discovered

the rule but he’s inconsistent in applying

The most frequent causes of errors

- Transfer the mother tongue

- Overgeneralization: the rule should apply also to cases which

behave differently

- Simplification: omission of anything that can be

deemed unnecessary

- Mingling structures

Criteria for correction and evaluation

1. Establish clear and shared correcting codes

2. Correct only what is identified as real error

3. In written texts mark the error on the text of the student and

offer the student the correct text himself (compare the error)

4. Speaking, never interrupt the spontaneous production,

write down the errors and repeat in correct model

Criteria for correction and evaluation

On the evaluation is necessary to reflect upstream.

The error is due to a gap, lack of study,

Superficial approach to discipline?

The error can be traced back to a lack of knowledge

rule because of the untimely with respect to the phase

interlanguage?

The error has undermined the effectiveness of communication

or not? How "serious" can be considered?

The 4 functions of evaluation

didactic function The teacher informs the student about his

learning process (stages and objectives).

relational function provides for the assessment in the

classroom, as a public deed (not to underestimate the scale: the

creation of hierarchies, influence social relations within the class,

Induces comparisons on "justice" and "egualianza")

bureaucratic function summative assessment ("vote" /

"certification")

pedagogical function regulative of the educational process in

general

Types of evaluation

The idiographic evaluation provides a comparison between the initial

situation of the student and the final one, noting trends and changes. Positive in

the early stages, however, is likely to consider the student divorced from the

social context (class) and away from the standards of his peers.

The regulatory evaluation provides a comparison of the performance of the

individual and the group, it may be detrimental to pupils experiencing

momentary difficulties .

The criterial evaluation establishes a comparison between the results

achieved by individual pupils and predetermined criteria earlier in programming.

Standard of Reference

Directive CEE n.77/486 states that for the children of foreign countries

of the European Community the "educational programming should

include specific activities to support or integration, in favor of the same,

in order to:

a) adapt the teaching of the language of the host country and

other subjects of study to their specific needs;

b) promote the teaching of the language and culture of the country of

origin in coordination with the teaching of the compulsory subjects

included in the curriculum. "

With the support of the

Lifelong Learning Programme — Grundtvig of the European Union

This project has been funded with support from the European Commission. This communication

reflects the views only of the author, and the Commission cannot be held responsible for any use

which may be made of the information contained therein