How new CEFR mediation descriptors can help to assess the discussion skills of management students - Global and analytical scales
How new CEFR mediation descriptors can help to assess the discussion skills of management students - Global and analytical scales
复制标题
新的 CEFR 调解描述符如何帮助评估管理学学生的讨论技能 - 全球和分析量表
DOI：
10.37546/jaltsig.cefr1-3
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发表时间：
2019
期刊：
影响因子：
--
通讯作者：
O. Lankina
中科院分区：
文献类型：
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作者：
O. Lankina
本文主要探讨内容与语言整合学习（CLIL）背景下的中介能力评估。我们提供新的评估量表，使用CEFR Companion Volume（2018）中的调解描述符开发。我们讨论的口语成绩评估方法结合了整体评分和分析评分。对于俄罗斯的大多数课堂教师来说，这个问题从两个角度来看变得非常重要：a）如何引入新的调解量表，并将其与文献中描述的传统口语技能充分联系起来（帕夫洛夫斯卡亚2017），以及B）如何协调全球评估与分析量表。该研究是基于评估的经验，管理研究生院的学生的调解技能，彼得堡州立大学。课堂教学的方法的影响进行了讨论。
The article focuses on the assessment of mediation competence in the context of the Content and Language Integrated Learning (CLIL). We offer new assessment scales developed with the use of descriptors for mediation from the CEFR Companion Volume (2018). The approach to assessment of oral performance that we discuss combines global and analytical marks. For the majority of classroom teachers in Russia, this issue has become very important from two points of view: a) how to introduce new scales of mediation and connect them adequately with traditional speaking skills, described in the literature (Pavlovskaya 2017), and b) how to harmonize global assessment with analytical scales. The research is based on the experience of evaluating the mediation skills of students of the Graduate School of Management, St. Petersburg State University. The implications of the method for classroom teaching are discussed.