Literaturnachweis - Detailanzeige
Autor/inn/en | Adair-Hauck, Bonnie; Troyan, Francis J. |
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Titel | A Descriptive and Co-Constructive Approach to Integrated Performance Assessment Feedback |
Quelle | In: Foreign Language Annals, 46 (2013) 1, S.23-44 (22 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0015-718X |
DOI | 10.1111/flan.12017 |
Schlagwörter | Performance Tests; Performance Based Assessment; Discourse Analysis; Feedback (Response); Teacher Student Relationship; Guidelines; French; Second Language Learning; Second Language Instruction; Language Teachers; Urban Areas; High School Students; Teaching Methods; Linguistic Performance; Interpersonal Communication Leistungsbeurteilung; Leistungsermittlung; Leistungsmessung; Leistungsüberprüfung; Diskursanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Richtlinien; Französisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Urban area; Stadtregion; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Interpersonale Kommunikation |
Abstract | This article presents a descriptive and Co-Constructive Approach to feedback related to performance in the interpersonal mode of communication on the Integrated Performance Assessment (IPA). The goal of this research study was to describe the discursive features of effective IPA feedback. To this end, critical discourse analysis of a feedback session between a teacher and one student is presented and discussed. Based on this analysis, the discourse features of feedback that encourage self-reflection and self-regulation are extrapolated. Characteristics for effective feedback are presented to serve as guidelines for teachers implementing the IPA in their classrooms. (Contains 1 figure and 4 notes.) (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |