REALL: Rubric for the evaluation of apps in language learning
Rubrics, or documents for standardized assessment have been generalized in education in the past decade, and several benefits can be drawn from their use: a more objective assessment, a clear understanding of the criteria used, a homogenization of expectations and desirable features, etc. Thus, ther...
| Autores: | , , , |
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| Formato: | artículo |
| Fecha de publicación: | 2014 |
| País: | España |
| Recursos: | Universidad Camilo José Cela (UCJC) |
| Repositorio: | Depósito Digital e-UCJC |
| OAI Identifier: | oai:repositorio.ucjc.edu:20.500.12020/389 |
| Acesso em linha: | http://hdl.handle.net/20.500.12020/389 |
| Access Level: | acceso abierto |
| Palavra-chave: | Filosofía, Filología y Lingüística Mobile learning, languages, assessment rubric Foreign Language Teaching 58 Pedagogía |
| Resumo: | Rubrics, or documents for standardized assessment have been generalized in education in the past decade, and several benefits can be drawn from their use: a more objective assessment, a clear understanding of the criteria used, a homogenization of expectations and desirable features, etc. Thus, there have been several attempts to create rubrics for evaluating educational apps (see, for example, Avatar Generation, 2012 or Santiago, 2012) but not much has been done specifically in the field of Foreign Language Teaching (FLT). Our contribution seeks to fill that gap by presenting a rubric which includes criteria that are educational but also linguistic. |
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