ASSESMENT ISSUES OF ROMANCE LANGUAGES IN SPECIAL EDUCATION

Course Information
TitleΖΗΤΗΜΑΤΑ ΑΞΙΟΛΟΓΗΣΗΣ ΡΟΜΑΝΙΚΩΝ ΓΛΩΣΣΩΝ ΣΤΗΝ ΕΙΔΙΚΗ ΑΓΩΓΗ ΚΑΙ ΕΚΠΑΙΔΕΥΣΗ / ASSESMENT ISSUES OF ROMANCE LANGUAGES IN SPECIAL EDUCATION
Title in ItalianQuestioni di valutazione delle lingue romanze nell'educazione speciale
Code11493
FacultyPhilosophy
SchoolItalian Language and Literature
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CommonYes
StatusActive
Course ID600020419

Programme of Study: UPS School of Italian Language and Literature 2013

Registered students: 14
OrientationAttendance TypeSemesterYearECTS
Italian Language and LiteratureElective CoursesWinter/Spring-6

Class Information
Academic Year2021 – 2022
Class PeriodWinter
Faculty Instructors
Weekly Hours4
Total Hours52
Class ID
600189938
Course Type 2011-2015
Knowledge Deepening / Consolidation
Mode of Delivery
  • Face to face
Digital Course Content
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
  • Greek (Instruction)
  • English (Instruction)
  • French (Instruction)
  • Italian (Instruction)
Prerequisites
General Prerequisites
none
Learning Outcomes
Upon successful completion of the course, students will be able to know the types of diagnostic tools, their characteristics and the results they provide for the educational process in terms of learning difficulties, they will be able to use already standardised assessment tools for Romance languages, but also to construct their own informal tools and set corresponding learning objectives, depending on the extent and intensity of learning difficulties. Finally, they will be informed about interlinguistic assessment methods and about the accessibility to the exams for students with special educational needs.
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Work in teams
  • Appreciate diversity and multiculturality
Course Content (Syllabus)
The aim of this course is to bring students in contact with the educational assessment in typical population but also in people with special educational needs. Specifically, students will be familiarised with assessment methods and techniques, depending on the parameters / skills that are each time under assessment (cognitive, linguistic, learning) in typical and clinical populations. Various assessment tools will be presented for Italian and French as a mother tongue but also as a foreign language. More specifically, the following sections will be analysed: Definition of assessment, methods and techniques of assessment Educational assessment - standardised and non-standardised diagnostic tools and their psychometric characteristics (validity, reliability, representativeness, usefulness, objectivity) Assessment of students with special educational / learning needs: effectiveness and teaching decisions Methods for assessing the intensity and extent of learning difficulties in students learning a second language Evaluation of perceptual and cognitive parameters Evaluation of language parameters Assessment of learning parameters Assessment tools for Romance languages ​​(Italian, French, etc.) as L1 and as FL for the diagnosis of learning difficulties Cross-linguistic assessment in special education: issues, challenges and recommendations Exam accessibility issues for students with special educational needs
Keywords
assessment, Romance languages, learning difficulties, diagnostic tools, special educational needs
Educational Material Types
  • Notes
  • Slide presentations
  • Interactive excersises
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures522.1
Reading Assigment983.9
Total1506
Student Assessment
Description
written exams
Student Assessment methods
  • Written Exam with Multiple Choice Questions (Formative)
  • Written Exam with Short Answer Questions (Formative)
  • Written Exam with Extended Answer Questions (Formative)
Bibliography
Course Bibliography (Eudoxus)
Αγαλιώτης (2011). Εκπαιδευτική αξιολόγηση μαθητών με δυσκολίες μάθησης και προσαρμογής. Αθήνα: Γρηγόρη. Κακανά Δ.Μ., Μπότσογλου Κ., Χανιωτάκης Ν., Καβαλάρη, Ε. (επιμ.) (2015). Η αξιολόγηση στην εκπαίδευση: Παιδαγωγική και διδακτική διάσταση. Θεσσαλονίκη: Αφοί Κυριακίδη.
Additional bibliography for study
Ηλιοπούλου, Κ. & Ζάγκα Ε. (2021). Κατανόηση και παραγωγή προφορικού λόγου: διδασκαλία και αξιολόγηση με εφαρμογές. Θεσσαλονίκη: Αφοί Κυριακίδη. Κακανά, Δ.Μ., Μπότσογλου, Κ. Χανιωτάκης, Ν. Καβαλάρη, Ε. (2015). Η αξιολόγηση στην εκπαίδευση: Παιδαγωγική και διδακτική διάσταση. Θεσσαλονίκη: Αφοί Κυριακίδη. Κουλάκογλου, Κ. (2013). Ψυχομετρία και ψυχολογική αξιολόγηση. Αθήνα: Πατάκης. Ντολιοπούλου, Ε., & Γουργιώτου, Ε. (2008). Η αξιολόγηση στην εκπαίδευση. Αθήνα: Gutenberg. Pindzola H. R., Plexico W. L., Haynes O. W. (2020). Διάγνωση και αξιολόγηση στην λογοπαθολογία. Λευκωσία: Broken Hill Publishers.
Last Update
10-08-2021