Evaluación, mapas conceptuales y ego académico en la enseñanza bilingüe en Educación Primaria

  1. JOSÉ LUIS GÓMEZ 1
  2. JUAN LIRIO 1
  3. ISABEL MARÍA GÓMEZ 1
  4. ROSA MARÍA SERNA 1
  1. 1 Departamento de Pedagogía. Universidad Castilla-La Mancha.
Revista:
EA, Escuela abierta: revista de Investigación Educativa

ISSN: 1138-6908,  2603-5928

Ano de publicación: 2019

Número: 22

Páxinas: 39-45

Tipo: Artigo

DOI: 10.29257/EA22.2019.05 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: EA, Escuela abierta: revista de Investigación Educativa

Obxectivos de Desenvolvemento Sustentable

Resumo

Although bilingual programmes were implemented in Spain a few years ago, a recent report on these English-Spanish programmes points out that they can still be improved (Dobson, Pérez y Johnstone, 2010). To improve these programmes, we aim to present a proposal based on the use of concept maps for the formative and summative assessment in content and language integra- ted learning (CLIL) developed in non-linguistic disciplines (DNL). Since evaluation constitutes a method of necessary feedback for teachers and students, the method instructors use to mea- sure students’ knowledge will impact the students’ school performance. Feedback will also help learners to recall previously learned information. (Hoffmann, 2003). Consequently, this paper is presented as a brief bibliographic review to make DNL teachers reflect on the way summative exam design impacts the students’ academic ego during evaluation.

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Fonte de datos: Dialnet