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Silvia Minardi,  Liceo Quasimodo (Magenta) lend – lingua e nuova didattica Unità di Apprendimento
<ul><li>LINGUA ITALIANA </li></ul><ul><li>Padroneggiare gli strumenti espressivi ed argomentativi indispensabili per gesti...
<ul><li>Problema / Tema centrale </li></ul><ul><li>Il mio stile di vita influenza gli altri </li></ul><ul><li>I miei acqui...
<ul><li>FONTI </li></ul><ul><li>I risultati ottenuti nello svolgimento di un  compito </li></ul><ul><li>Come lo studente o...
mind map (1)
rubriche <ul><li>Oral presentation rubric </li></ul>Use of language Use of communication aids Body language and eye contac...
-Student uses superfluous graphics, no graphics, or  graphics that are so poorly prepared that they detract from the prese...
mind map (2)
groupwork Risolvere problemi Acquisire ed interpretare  informazioni Comunicare Progettare  Collaborare e partecipare Indi...
<ul><li>Lavorare in gruppo per portare a termine un compito / risolvere un problema </li></ul>Each person has a responsibi...
We kept on track, weren’t distracted with other things. YES NO We cooperated – helped the group work together in harmony. ...
letter writing Risolvere problemi Acquisire ed interpretare  informazioni Comunicare Progettare  Collaborare e partecipare...
Strumento di  osservazione / correzione <ul><li>Contents (ideas) </li></ul><ul><li>Organization </li></ul><ul><li>Salutati...
When I was a child I sat an exam. The test was so simple There was no way I could fail. Q1. Describe the taste of the moon...
Grazie! [email_address] Presentazione disponibile su: www.slideshare.net/silviaminardi
valutare le competenze - asse dei linguaggi
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valutare le competenze - asse dei linguaggi

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Presentazione usata a Milano - Seminario CIDI
"Come valutare e certificare le competenze"
20 gennaio 2011

laboratorio: Asse dei Linguaggi

Published in: Education, Health & Medicine
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valutare le competenze - asse dei linguaggi

  1. 1. Silvia Minardi, Liceo Quasimodo (Magenta) lend – lingua e nuova didattica Unità di Apprendimento
  2. 2. <ul><li>LINGUA ITALIANA </li></ul><ul><li>Padroneggiare gli strumenti espressivi ed argomentativi indispensabili per gestire l’interazione comunicativa verbale in vari contesti </li></ul><ul><li>Leggere, comprendere e interpretare testi scritti di vario tipo </li></ul><ul><li>Produrre testi di vario tipo in relazione ai differenti scopi comunicativi </li></ul><ul><li>LINGUA STRANIERA </li></ul><ul><li>utilizzare una lingua straniera per i principali scopi comunicativi ed operativi </li></ul><ul><li>ALTRI LINGUAGGI </li></ul><ul><li>Utilizzare gli strumenti fondamentali per una fruizione consapevole del patrimonio artistico e letterario </li></ul><ul><li>Utilizzare e produrre testi multimediali </li></ul>
  3. 3. <ul><li>Problema / Tema centrale </li></ul><ul><li>Il mio stile di vita influenza gli altri </li></ul><ul><li>I miei acquisti possono influenzare la vita degli altri </li></ul>fair trade
  4. 4. <ul><li>FONTI </li></ul><ul><li>I risultati ottenuti nello svolgimento di un compito </li></ul><ul><li>Come lo studente ottiene questi risultati  l’osservazione </li></ul><ul><li>Quale percezione lo studente ha del suo lavoro  autovalutazione </li></ul>Per una valutazione delle competenze
  5. 5. mind map (1)
  6. 6. rubriche <ul><li>Oral presentation rubric </li></ul>Use of language Use of communication aids Body language and eye contact Content Organization Unacceptable Basic Proficient Distinguished criteria
  7. 7. -Student uses superfluous graphics, no graphics, or graphics that are so poorly prepared that they detract from the presentation. -Font is too small to be easily seen <ul><li>- Occasional use of graphics that rarely support presentation; visual aids were not clear </li></ul><ul><li>Font is too small to be easily seen. </li></ul><ul><li>Communication aids are poorly prepared or used inappropriately. Too much information is included. Unimportant material is highlighted. </li></ul>-While graphics relate and aid presentation, media are not as varied and not as well connected to presentation -Font size is appropriate for reading. -Appropriate information is prepared. Some material is not supported by visual aids. -Graphics are designed reinforce presentation and maximize audience understanding; use of media is varied and appropriate with media not being added simply for the sake of use Visual aids were colorful and large enough to be seen by all even by those in back of the class -Media are prepared in such a way that main points stand out. unacceptable basic proficient distinguished Use of communication aids
  8. 8. mind map (2)
  9. 9. groupwork Risolvere problemi Acquisire ed interpretare informazioni Comunicare Progettare Collaborare e partecipare Individuare collegamenti e relazioni Agire in modo autonomo e responsabile Imparare ad imparare COMPRENDERE TESTI DI USO QUOTIDIANO
  10. 10. <ul><li>Lavorare in gruppo per portare a termine un compito / risolvere un problema </li></ul>Each person has a responsibility to the project and the group. EXPLAIN 1) cooperate with other members 2) contribute ideas and information 3) listen to others, take turns 4) stick to the job 5) participate with enthusiasm 6) do the best you can a self evaluation tool
  11. 11. We kept on track, weren’t distracted with other things. YES NO We cooperated – helped the group work together in harmony. YES NO We listened to each other and respected the opinions of others. YES NO Each member contributed information and opinions. YES NO We completed the job within the time limit. YES NO We encouraged each other. YES NO We took turns talking. YES NO We worked quietly without disturbing others. YES NO We asked for help when it was needed. YES NO We did a good job of the assigned task. YES NO Date _______________
  12. 12. letter writing Risolvere problemi Acquisire ed interpretare informazioni Comunicare Progettare Collaborare e partecipare Individuare collegamenti e relazioni Agire in modo autonomo e responsabile Imparare ad imparare PRODURRE TESTI DI USO QUOTIDIANO
  13. 13. Strumento di osservazione / correzione <ul><li>Contents (ideas) </li></ul><ul><li>Organization </li></ul><ul><li>Salutation and closing </li></ul><ul><li>Sense of audience </li></ul><ul><li>Grammar, word choice and spelling (conventions) </li></ul>
  14. 14. When I was a child I sat an exam. The test was so simple There was no way I could fail. Q1. Describe the taste of the moon. It tastes like Creation I wrote, it has the flavour of starlight. Q2. What colour is Love? Love is the colour of the water a man lost in the desert finds, I wrote. Q3. Why do snowflakes melt? I wrote, they melt because they fall onto the warm tongue of God. There were other questions. They were as simple. I described the grief of Adam when he was expelled from Eden. I wrote down the exact weight of an elephant's dream. Yet today, many years later, For my living I sweep the streets or clean out the toilets of the fat hotels. Why? Because I constantly failed my exams. Why? Well, let me set a test. Q1. How large is a child's imagination? Q2. How shallow is the soul of the Minister for Exams? (Brian PATTEN) per concludere: food for thought
  15. 15. Grazie! [email_address] Presentazione disponibile su: www.slideshare.net/silviaminardi

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