Becoming more literate about assessment literacy
DOI:
https://doi.org/10.7146/spr.v32i82.165233Nøgleord:
assessment literacy, content and language integrated assessment, multilingual assessmentResumé
I artiklen Becoming more literate peger Marella Tiongson, Sanne Larsen og Slobodanka Dimova på en diskrepans mellem ensprogede evalueringspraksisser og flersprogede læringsprocesser – et forhold, der ofte gør sig gældende på engelsksprogede universitetskurser med sprogligt mangfoldige undervisere og studerende. Selvom nogle undervisere intuitivt inddrager flere sprog i undervisning såvel som evaluering i disse sammenhænge, sker det ofte uden klare retningslinjer eller kriterier. Artiklen argumenterer derfor for en målrettet pædagogisk kompetenceudvikling, der kan støtte undervisere i at arbejde systematisk med en flersproget evalueringspraksis.
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