Understanding Assessment Processes for Communicative Competence through an Analysis of Teachers’ Reported Practice
Abstract
:1. Introduction
2. Method
2.1. Participants
2.2. Data Analysis
3. Findings and Discussion
3.1. RQ 1: What Kinds of Assessment Tasks Related with the Communicative Competence Do the Children Carry out in the Classroom?
3.1.1. Writing Tasks
In the writing and creation of written texts (…) they tend not to use many punctuation marks. As to spelling, they also make some spelling mistakes. Especially the accents. We work on this by copying, through dictations and by emphasising it a lot.(School 2)
That everything is coherent, that they use appropriate words. (…) That they write it, that it’s well written, that it has its parts (its beginning, its denouement …). For them, to be a bit more autonomous.(School 2)
(…) I’ve always tried to do a literary creation workshop (…) and I try to do it from inconclusive texts, which they add an end to, from giving them a structure about a story (…) so based on a model which has been accepted in general quite well, they create one imitating it.(School 1)
3.1.2. Reading Tasks
Once we’ve read a chapter, then we start to work with the notebook in class.(School 4)
I’m referring to the worksheet, to the traditional book of worksheets for comprehensive reading, of different types of reading, this can be informative, can be literary.(School 1)
And then, when they finish a book (…) they do a worksheet.(School 2)
3.1.3. Tasks of Expression and Oral Comprehension
3.2. RQ 2: What Criteria, Instruments and Assessment Procedures of Communicative Competence Do the Teachers Use in the Classroom to Assess the Children?
3.2.1. Assessment Criteria and Indicators
3.2.2. Assessment Instruments and Procedures
Really you have a general overview, I give them a general mark for this work which, in the end, doesn’t belong to Language, so thereafter I don’t reflect it in Language.(School 1)
I’m observing them all the time […]. Then I have the child who brings me the homework every day, the child who brings everything very clean and neat, in order (…). And then, at the end of each term, we also have a global test of all that we’ve been practising.(School 2)
3.2.3. Limitations
4. Conclusions
- A wider diversity of approaches and learning environments in the school;
- A specific support for teachers, oriented to the training in key competences;
- An institutional plan aimed to train the teachers in efficient techniques for the assessment of the key competences.
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
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Textual Structure | Language Levels | Text Descriptor |
---|---|---|
A. Genres | A. Text | Basic models of text building according to their field, tenor (to whom it is addressed) and mode (medium of release), configured by use through History. They have specific pragmatic, structural and linguistic conventions. |
B. Macrostructures | B.1. Theme | The topic and intentionality of the author summarised by the main idea of the discourse. |
B.2. Structures and stages | The different parts of the text are interconnected, conforming a thematic progression. It allows the theme of the text to expand in subthemes, and the different narrative, descriptive or expositive sequences to progress. According to its genre, the text displays a structure enabling it to be identified as belonging to a particular genre. | |
B.3. Cohesion | The linguistic elements facilitating the global and lineal coherence of the oral and written text to be displayed. The linguistic tools that make it possible are: a. References; b. Substitutions; c. Ellipsis; d. Theme and rheme; e. Conjunction. | |
C. Microstructures | C.1. Clauses and sentences | This level addresses the accuracy of the syntactic construction and its relation with the genre or textual sequence it belongs to. |
C.2. Words | Lexical level addresses the words choice from a lexical-semantic perspective (paradigmatic axis). |
School | Characteristics |
---|---|
School 1 | Low performing public school, whose families have low socio-economic status (SES) (250 students approximately and 6 teachers). |
School 2 | Low performing public school, whose families have a medium to low SES (250 students approximately and 6 teachers). |
School 3 | Middle-performing private school and a medium to low SES (500 students approximately and 12 teachers). |
School 4 | Bilingual private school, whose families have a medium to high SES (500 students approximately and 12 teachers). |
Kappa (K) | ASE | Z-Value | P-Value | |
---|---|---|---|---|
Focus group 1 | 0.64756494 | 0.01273862 | 50.83477236 | 0.000000 |
Focus group 2 | 0.95541310 | 0.00874654 | 109.2332684 | 0.000000 |
Focus group 3 | 0.96526280 | 0.01459900 | 66.11843498 | 0.000000 |
Focus group 4 | 0.94163954 | 0.00793460 | 118.6751267 | 0.000000 |
Category | Indicator | Description |
---|---|---|
Syllabus | Syllabus | Types of syllabus and elements, which incorporate communicative competence (oral and written expression and comprehension). |
Methodological principles and strategies | Methodological principles and didactic strategies, which improve communicative competence (oral and written expression and comprehension). | |
Tasks and activities | Types of classroom tasks | Tasks and activities are carried out to develop competence in the children’s oral and written communication. |
Resources required | School resources used for the development of oral and written communication (school materials required). | |
Types of classroom tasks (other curricular areas) | Tasks and activities for oral and written communication in other curricular areas. | |
Assessment | Criteria and indicators of assessment | Indicators of assessment pointed out by the teachers when doing the assessment of a task aimed to improve linguistic communication. |
Assessment instruments | Instruments used by teachers to assess oral and written communication. | |
Assessment procedures | Oral and written communication in the classroom. | |
Difficulties | Teaching difficulties | Difficulties in the teaching and learning process of oral and written communication. |
Assessment difficulties | Difficulties in assessment of oral and written communication. | |
Family environment | Learning difficulties | Influence of the families in the development of communicative competence. |
Learning cooperation | Tasks carried out by families to improve communicative competence. | |
Teaching collaboration | Teaching collaboration for the development of communicative competence. |
Competences | Category | Indicator | Cases | ||||||||
---|---|---|---|---|---|---|---|---|---|---|---|
S. 1 | % | S. 2 | % | S. 3 | % | S. 4 | % | Total | |||
Oral communication (speaking and listening) | Syllabus | Syllabus | 7 | 35.0 | 7 | 35.0 | 6 | 30.0 | 0 | 00.0 | 20 |
Methodological principles and strategies | 8 | 25.8 | 12 | 38.7 | 7 | 22.6 | 4 | 12.9 | 31 | ||
Tasks and activities | Types of classroom tasks | 12 | 38.7 | 8 | 25.8 | 4 | 12.9 | 7 | 22.6 | 31 | |
Resources required | 6 | 33.3 | 4 | 22.2 | 8 | 44.4 | 0 | 00.0 | 18 | ||
Types of classroom tasks (other curricular areas) | 5 | 27.8 | 3 | 16.7 | 9 | 50.0 | 1 | 5.6 | 18 | ||
Assessment | Criteria and indicators of assessment | 7 | 43.7 | 0 | 00.0 | 4 | 25.0 | 5 | 31.3 | 16 | |
Assessment instruments | 4 | 57.1 | 0 | 00.0 | 3 | 42.9 | 0 | 00.0 | 7 | ||
Assessment procedures | 11 | 42.3 | 5 | 19.2 | 7 | 26.9 | 3 | 11.5 | 26 | ||
Difficulties | Teaching difficulties | 8 | 22.9 | 15 | 42.9 | 9 | 25.7 | 3 | 8.6 | 35 | |
Assessment difficulties | 3 | 100 | 0 | 00.0 | 0 | 00.0 | 0 | 00.0 | 3 | ||
Written communication (Reading) | Syllabus | Syllabus | 4 | 16.7 | 11 | 45.8 | 8 | 33.3 | 1 | 4.2 | 24 |
Methodological principles and strategies | 4 | 10.0 | 11 | 27.5 | 14 | 35.0 | 11 | 27.5 | 40 | ||
Tasks and activities | Types of classroom tasks | 9 | 20.9 | 16 | 37.2 | 8 | 18.6 | 10 | 23.3 | 43 | |
Resources required | 7 | 23.3 | 13 | 43.3 | 9 | 30.0 | 1 | 3.3 | 30 | ||
Types of classroom tasks (other curricular areas) | 3 | 17.6 | 3 | 17.6 | 10 | 58.8 | 1 | 6.0 | 17 | ||
Assessment | Criteria and indicators of assessment | 4 | 30.8 | 0 | 00.0 | 6 | 46.1 | 3 | 23.1 | 13 | |
Assessment instruments | 0 | 00.0 | 0 | 00.0 | 4 | 100 | 0 | 00.0 | 4 | ||
Assessment procedures | 0 | 00.0 | 7 | 46.7 | 8 | 53.3 | 0 | 00.0 | 15 | ||
Difficulties | Teaching difficulties | 5 | 11.9 | 15 | 35.7 | 16 | 38.1 | 6 | 14.3 | 42 | |
Assessment difficulties | 0 | 00.0 | 0 | 00.0 | 0 | 00.0 | 0 | 00.0 | 0 | ||
Written communication (writing) | Syllabus | Syllabus | 4 | 18.2 | 7 | 31.8 | 9 | 40.9 | 2 | 9.1 | 22 |
Methodological principles and strategies | 3 | 10.7 | 11 | 39.3 | 10 | 35.7 | 4 | 14.3 | 28 | ||
Tasks and activities | Types of class tasks | 10 | 22.2 | 12 | 26.7 | 15 | 33.3 | 8 | 17.8 | 45 | |
Resources required | 3 | 20.0 | 4 | 26.7 | 7 | 46.7 | 1 | 6.6 | 15 | ||
Types of classroom tasks (other curricular areas) | 3 | 13.6 | 2 | 9.1 | 12 | 54.6 | 5 | 22.7 | 22 | ||
Assessment | Criteria and indicators of assessment | 6 | 22.2 | 3 | 11.1 | 6 | 22.2 | 12 | 44.4 | 27 | |
Assessment instruments | 4 | 36.4 | 1 | 9.1 | 4 | 36.4 | 2 | 18.2 | 11 | ||
Assessment procedures | 4 | 13.3 | 15 | 50.0 | 9 | 30.0 | 2 | 6.7 | 30 | ||
Difficulties | Teaching difficulties | 9 | 25.0 | 16 | 44.5 | 8 | 22.2 | 3 | 8.3 | 36 | |
Assessment difficulties | 1 | 33.3 | 0 | 00.0 | 0 | 00.0 | 2 | 66.7 | 3 | ||
Family environment and school organisation | Family environment | Learning difficulties | 0 | 00.0 | 6 | 37.5 | 6 | 37.5 | 4 | 25.0 | 16 |
Learning cooperation | 0 | 00.0 | 2 | 20.0 | 7 | 70.0 | 1 | 10.0 | 10 | ||
Teaching coordination | 3 | 13.6 | 17 | 77.3 | 2 | 9.1 | 0 | 00.0 | 22 |
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Guzmán-Simón, F.; Torres-Gordillo, J.J.; Caballero, K. Understanding Assessment Processes for Communicative Competence through an Analysis of Teachers’ Reported Practice. Educ. Sci. 2020, 10, 116. https://doi.org/10.3390/educsci10040116
Guzmán-Simón F, Torres-Gordillo JJ, Caballero K. Understanding Assessment Processes for Communicative Competence through an Analysis of Teachers’ Reported Practice. Education Sciences. 2020; 10(4):116. https://doi.org/10.3390/educsci10040116
Chicago/Turabian StyleGuzmán-Simón, Fernando, Juan Jesús Torres-Gordillo, and Katia Caballero. 2020. "Understanding Assessment Processes for Communicative Competence through an Analysis of Teachers’ Reported Practice" Education Sciences 10, no. 4: 116. https://doi.org/10.3390/educsci10040116