Unit:
Κατεύθυνση Εκπαιδευτικός Σχεδιασμός και ΔιδασκαλίαLibrary of the School of Philosophy
Author:
Violntzi Christina
Supervisors info:
Μιχάλης Αθανάσιος, Επίκουρος Καθηγητής, ΦΙΛΟΣΟΦΙΑΣ ΠΑΙΔΑΓΩΓΙΚΗΣ ΚΑΙ ΨΥΧΟΛΟΓΙΑΣ, ΕΚΠΑ
Σπανός Γεώργιος, Ομότιμος καθηγητής, ΦΙΛΟΣΟΦΙΑΣ ΠΑΙΔΑΓΩΓΙΚΗΣ ΚΑΙ ΨΥΧΟΛΟΓΙΑΣ, ΕΚΠΑ
Μαμούρα Μαρία, Διδάκτωρ Παιδαγωγικής, ΦΙΛΟΣΟΦΙΑΣ ΠΑΙΔΑΓΩΓΙΚΗΣ ΚΑΙ ΨΥΧΟΛΟΓΙΑΣ, ΕΚΠΑ
Original Title:
Η Αξιολόγηση του Γραπτού Λόγου των μαθητών στο Λύκειο
Translated title:
The Assessing Writing of high school students
Summary:
The present thesis was a result of my concern about the means of high school students’ writing assessment. Nowadays, schools aim at contributing to the student’s metacognitive skills development in order to help in the transformation of the available information for the purpose of composing a coherent text which achieves its communicative effect according to context. Specifically, having acknowledged the importance of the after-writing stage when composing a text, as it promotes the students’ autonomy in writing any kind of text, I wished to look into the ways teachers choose to assess their students’ writing, the forms of feedback they prefer, as well as the error correction practices. The present study explores the way of assessing high school students’ writing with the use of their compositions evaluated by their teachers while examining the forms of feedback these teachers provide.
Main subject category:
Linguistics
Keywords:
Key words: after-writing stage, writing assessment, numerical assessment, descriptive assessment, forms of feedback, text-centered-procedural approach.
Number of references:
163
File:
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ΔΙΠΛΩΜΑΤΙΚΗ pdf.pdf
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