Αναζητώντας κριτήρια αξιολόγησης του προφορικού λόγου με βάση το νέο Πρόγραμμα Σπουδών για τη Νεοελληνική Γλώσσα του Γυμνασίου

Ελευθερία Ζάγκα, Κωνσταντίνα Ηλιοπούλου

Abstract


This paper reports a study concerning the design and development of listening criteria in the context of classroom assessment in the Greek secondary education. Though the formative assessment of listening skills along with other skills have been formally provisioned under the new curricula, in the absence of specific criteria this paper aims at designing certain criteria for assessing listening. First it delves deeper into the procedure of designing criteria in general along with specific principals concerning listening assessment. Next results indicate that the students who filled the listening task perceived problem solving listening strategies as well as metacognitive awareness. Finally, findings are discussed in light of listening strategy knowledge as well as the theoretical and practical implications.

Keywords


Αξιολόγηση προφορικού λόγου, κριτήρια αξιολόγησης, μεταγνωστική επίγνωση, Δευτεροβάθμια Εκπαίδευση

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