Abstract

ATIENZA CEREZO, Encarnación. Evaluar la competencia discursiva en la clase de español como lengua extranjera. Enunciación [online]. 2020, vol.25, n.1, pp.76-90. ISSN 0122-6339.  https://doi.org/https://doi.org/10.14483/22486798.15397.

This article describes a didactic model based on a threefold problem (the reductionist approach to evaluation, the terminological confusion and the complexity of skills assessment) to subsequently present a brief review of the state-of-the-art evaluation process, specifically understood as a communication process. From a methodological point of view, and taking into account the grounded theory, an in-depth investigation is suggested with an interpretative paradigm and a qualitative methodological framework, implementing different coding degrees from an emic perspective. To that end, six extensive interviews were conducted with experienced and certified teachers of Spanish as a foreign language, regarding their understanding of evaluation as a communicative act, along with an analysis of the evaluation tools they used. The systematisation of interviews, together with the assessment tools analysis, enabled the design of the basic lines of the didactic model. Axial coding allowed for the establishment of interrelated categories in the form of triads, which are related with multiple aspects: teaching–learning–evaluation, the criteria–content–objectives and the process–product relationships, the association between the assessment agents, the characteristics of the evaluation and its reference frameworks. Finally, selective coding shapes the evaluation model proposed by the discursive competence, taking what has been established by the French pedagogy for the evaluation of French as a Native Language as reference.

Keywords : student assessment; formative assessment; evaluation criteria; interactive communication; competence; foreign language.

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