Naslov
I bambini in età prescolare valutano oggettivamente la propria conoscenza del vocabolario?
(Are preschool children objective in the self- assessment of their vocabulary knowledge?)

Autori
Lazarić, Lorena ; Vičević Ivanović, Sanja

Izvornik
Analele Universităţii de Vest din Timişoara.Seria ştiinţe filologice Annals of the West University of Timisoara. Philological Studies Series (1224-967X) 55 (2017); 55-66

Vrsta, podvrsta i kategorija rada
Radovi u časopisima, članak, znanstveni

Ključne riječi
PEL ; PL ; autovalutazione nei bambini in età prescolare
(ELP ; LP ; self-assessment in preschool children)

Sažetak
In the context of the cognitive-constructivist approach to education, the portfolio is used as a way of monitoring and evaluating the learner’s progress. European language learning and teaching pedagogy is based on the European language portfolio and thus promotes the use of the ELP. The implementation of the ELP in Croatian primary school practice within the project Developing Pupils lndependence by Means of the European Language Portfolio has had good results, and this motivated us to consider the possibility of introducing the ELP in preschool education. Therefore, in the 2012/2013 school year, we started the project of using the Language portfolio (LP), defined and modeled after the ELP, with a group of children in the Rin Tin Tin Kindergarten in Pula. One of the key goals of the project was to monitor the development of learners’ self-assessment as the core element of the (E)LP. In line with that, the main aim of this paper is to examine the objectivity of self-assessment of vocabulary knowledge in preschool learners. The data was collected from the sample of children aged 5–7 at several points of assessment and self- assessment of vocabulary knowledge, after the activities aimed at developing self-assessment. Based on the data, we can establish that the participants of this age are not objective in the assessment of their vocabulary knowledge, regardless of their preparation. We discuss possible reasons for the lack of objectivity in self-assessment, among which we highlight the ways of implementing activities aimed at developing self-assessment. The results indicate that the development and implementation of self-assessment in preschool children is a challenging task that requires an interdisciplinary approach. Furthermore, the implementation of self-assessment is not possible without adequate professional training. Finally, since the ELP is a rather novel way of monitoring progress in second language acquisition in the Croatian education system, its implementation should be approached with careful consideration and with theoreticians and practitioners working together.

Izvorni jezik
Ita

Znanstvena područja
Interdisciplinarne humanističke znanosti

POVEZANOST RADA