EVALUATION IN THE TEACHING AND LEARNING OF FOREIGN LANGUAGES
| Title | ΑΞΙΟΛΟΓΗΣΗ ΣΤΟ ΜΑΘΗΜΑ ΤΗΣ ΞΕΝΗΣ ΓΛΩΣΣΑΣ / EVALUATION IN THE TEACHING AND LEARNING OF FOREIGN LANGUAGES |
| Title in German | Evaluation im Fremdsprachenunterricht |
| Code | ΑΚ0262 |
| Faculty | Philosophy |
| School | German Language and Literature |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Common | Yes |
| Status | Active |
| Course ID | 600023491 |
Programme of Study: PPS Tmīmatos Germanikīs Glṓssas kai Filologías (2020-sīmera)
Registered students: 49
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | EPILEGOMENA EIDIKEUSĪS | Spring | - | 6 |
| Academic Year | 2023 – 2024 |
| Class Period | Spring |
| Faculty Instructors | |
| Class ID | 600247163
|
Course Type 2021
Specialization / Direction
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600247163
Language of Instruction
- Greek (Instruction)
- German (Instruction, Examination)
Learning Outcomes
At the end of the semester, students will be able to: ● know the basic theoretical framework of assessment in the foreign language lesson ● critically discuss the relationship between assessment and integrated education ● analyze the types and different assessment tools ● to design and implement assessment tools for the foreign language lesson in various individual areas, such as reading fluency, spelling, writing, etc.
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 in teams
- Work in an interdisciplinary team
- Appreciate diversity and multiculturality
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
Evaluation at various levels (at the school unit level, at the teacher level and at the student level) is considered particularly important in pedagogical research and teaching practice. The various types of assessment are examined in depth and with plenty of practical examples from the field of foreign language teaching, focusing on ten individual skills. Specifically:
Evaluation of knowledge of letters and mastery of graphophonemic rules
Evaluation of phonological awareness
Evaluation of listening comprehension
Evaluation of reading fluency, reading decoding, reading comprehension, word and pseudoword reading
Evaluation of metacognitive skills
Spelling assessment
Evaluation of oral speech production
Evaluation of written speech production
Student self-assessment tools
Teacher self-assessment tools
Keywords
Foreign language teaching, assessment, assessment tools, effective teaching, reflection
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 Laboratory Teaching
- Use of ICT in Communication with Students
- Use of ICT in Student Assessment
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Seminars | 30 | 1.2 | |||
| Project | 20 | 0.8 | |||
| Exams | 50 | 2 | |||
| Other / Others | 50 | 2 | |||
| Total | 150 | 6 |
Student Assessment
Description
Group assignments are utilized with a presentation focusing on the above individual skills, where students are invited to create their own proposed assessment activities based on both the theoretical framework that preceded the lectures and the research they will do in the existing relevant literature.
Student Assessment methods
- Written Exam with Multiple Choice Questions (Summative)
- Written Assignment (Formative, Summative)
- Performance / Staging (Formative, Summative)
Bibliography
Additional bibliography for study
1. Tsakalidou, S. (2021). Spelling Test for learners with dyslexia learning German as a second foreign language. European Journal of Special Education Research 7(2), 1-16. DOI: 10.46827/ejse.v7i2.3648
2. Tsakalidou, S. (2022). Activities for learners with dyslexia learning German as a second foreign language. The case of phonological awareness. 8th Conference Language Disorders in Greek, (30/09/2022-01/10/2022).
3. Ζαβλανός, Μ. Μ. (2003). Διδακτική και αξιολόγηση. Εκδόσεις Σταμούλη.
4. Κακανά, Δ. Μ., Μπότσογλου, Κ., Χανιωτάκης, Ν., & Καβαλάρη, Ε. (2015). Η αξιολόγηση στην εκπαίδευση. Παιδαγωγική και διδακτική διάσταση. 71 κείμενα για την αξιολόγηση. Αφοί Κυριακίδη Εκδόσεις Α.Ε.
5. Παπαδοπούλου, Α., & Μπούρας, Α. (2021). Αξιολόγηση στην εκπαίδευση. Θεωρητικές προσεγγίσεις και εφαρμογές στη διδακτική πράξη. Εκδόσεις Γρηγόρη
6. Τσακαλίδου, Σ. (2021α). Διδάσκοντας Γερμανικά σε μαθητές με δυσλεξία. Ohnɘ Flɘiß kɘin Prɘis. Αθήνα: Εκδόσεις Καραμπάτος Hueber Hellas.
7. Τσακαλίδου, Σ. (2021β). Η αξιολόγηση του μαθητή με δυσλεξία στο μάθημα της ξένης γλώσσας. Ομιλία στην Επιστημονική Ημερίδα της Ακαδημίας Επιστημών και Γραμμάτων Ποντίων (12.09.2021).
8. Τσακαλίδου, Σ. (2022). Συγκριτική ανάλυση δυσκολιών ορθογραφημένης γραφής και ανάγνωσης σε μαθητές/ήτριες με και χωρίς δυσλεξία. 8ο Συνέδριο «Ελληνική γλώσσα και διαταραχές» (30/09/2022-01/10/2022).
9. Τσακαλίδου, Σ. (2023). Η εκπαιδευτική αξιολόγηση σε μαθητές/ήτριες με δυσλεξία στο μάθημα της ξένης γλώσσας. 8ο Διεθνές Συνέδριο για την Προώθηση της Εκπαιδευτικής Καινοτομίας. Λάρισα, 14, 15 & 16 Οκτωβρίου 2022. Πρακτικά Συνεδρίου. Τόμος Γ΄. Εργαστηριακές Παρουσιάσεις ‐ Ηλεκτρονικά Ανηρτημένες Ανακοινώσεις (e‐posters) – Εκπαιδευτικά Σενάρια (σ. 94-97). ΕΕΠΕΚ.
Last Update
08-01-2024
