VALUTAZIONE TRA PARI DI TESTI ARGOMENTATIVI: RIFLESSIONI DEGLI APPRENDENTI

Paolo Torresan

doi:10.54103/2037-3597/20446

Autori

Paolo Torresan Universidade Federal Fluminense

DOI:

https://doi.org/10.54103/2037-3597/20446

Abstract

Questo saggio si concentra su un’esperienza di scrittura argomentativa realizzata in una classe di studenti di italiano LS di livello B2 presso la Universidade Federal Fluminense, corredata di una valutazione tra pari e di una riflessione metacognitiva finale. Gli studenti coinvolti, previa analisi dei dispositivi testuali che presiedono la struttura di testi argomentativi in italiano, sono stati chiamati a (1) redigere una serie di testi argomentativi; (2) analizzare e valutare la qualità degli scritti dei colleghi, in termini di organizzazione testuale; (3) riflettere sull’evolversi della propria competenza, alla luce dei voti e dei commenti trasmessi dai colleghi; (4) considerare, da ultimo, il proprio vissuto nel ruolo di scrittori, di valutatori e di valutati. L’esperienza si colloca all’interno di un percorso di studio (Licenciatura em Letras Português-Italiano) volto a formare gli studenti in termini sia di esperti di lingua e letteratura italiana e portoghese che di futuri insegnanti di materie linguistico-letterarie.

Peer evaluation of argumentative texts: learners’ reflections

This essay focuses on an argumentative writing experience carried out in a class of LS level B2 Italian students at Universidade Federal Fluminense, accompanied by a peer evaluation and a final metacognitive reflection. The students involved, after analyzing the textual devices that preside over the structure of argumentative texts in Italian, were asked to (1) write a series of argumentative texts; (2) analyze and evaluate the quality of their peers’ writings, in terms of textual organization; (3) reflect on the evolution of their own competence, in light of the grades and comments conveyed by their peers; and (4) consider, finally, their own experience in the role of writers, evaluators and assessors. The experience is part of a course of study (Licenciatura em Letras Português-Italiano) aimed at training students in terms of both experts in Italian and Portuguese language and literature and future teachers of linguistic-literary subjects.

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