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La negociación de baremos para la evaluación colaborativa Un estudio de casos con alumnos norteamericanos de escuela secundaria: un estudio de casos con alumnos norteamericanos de escuela secundaria
| Content Provider | Semantic Scholar |
|---|---|
| Author | Acevedo-Whitney, Diana |
| Copyright Year | 2013 |
| Abstract | espanolLa experimentacion se realizo con seis grupos de estudiantes de una escuela secundaria con un nivel de competencia linguistica E/LE incipiente. El objetivo consistio en la realizacion de la evaluacion de dos textos de contraste en forma colaborativa a fin de crear un baremo basado en la categorizacion de los errores encontrados. Los resultados permitieron llegar a varias conclusiones. Primero, que los estudiantes basaron sus revisiones mas en la forma que en el contenido, y segundo, que la naturaleza de las interacciones entre los pares fue determinada por el grado de competencia linguistica de los alumnos y de factores individuales. Asimismo, se concluyo que una negociacion de baremos de error cuando implica a los estudiantes, promueve la concienciacion individual del alumno en tres areas importantes: su conocimiento del error escrito, su competencia linguistica y su estado de aprendizaje local y global de la L2. Adicionalmente, es una estrategia formativa importante, que establece un espacio que permitiria estimular la retroalimentacion y generar procesos de regulacion y de autocorreccion en el aula L2. EnglishThe research was conducted on six groups of students attending a secondary school at level one of Spanish foreign language. The goal consisted on the design of a rubric, by process of negotiated categories that were based on errors pair of students found in two compositions while revising. The results of the research concluded that: First, students based their revisions, mainly on form rather than on content. And second, the nature of pair interactions was determined by the student's level of linguistic competence, and by student's individual factors. Also, it was concluded that negotiations of errors for the purpose of designing a rubric that involves students, promotes student's individual awareness on three main aspects: Knowledge about written errors, linguistic competence and quality of global and local L2 learning. Additionally, it is an important formative strategy that would create a space to elicit feedback, generate regulation processes and self corrections in the L2 classroom. |
| Starting Page | 9 |
| Ending Page | 9 |
| Page Count | 1 |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://revistas.nebrija.com/revista-linguistica/article/download/216/186/ |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
