Communicative competence assessment for learning: the effect of the application of a model on teachers in Spain

Abstract

RESEARCH ARTICLE Communicative competence assessment for learning: The effect of the application of a model on teachers in Spain Juan Jesu ́ s Torres-GordilloID1*, Fernando Guzma ́ n-Simo ́ n2, Beatriz Garcı ́a-Ortiz1 1 Department of Educational Research Methods and Diagnostics, Educational Sciences Faculty, University of Seville, Seville, Spain, 2 Department of Language and Literature Teaching, Educational Sciences Faculty, University of Seville, Seville, Spain * juanj@us.es Abstract The evolution of the results of Progress in International Reading Literacy Study in 2006, 2011 and 2016, as well as the difficulties found by teachers implementing the core compe- tences, have led to the need to reflect on new assessment models. The objective of our research was to design a communicative competence assessment model and verify its effect on primary education teachers. The method applied was a focus group study. Partici- pants came from four primary education schools in the province of Seville (Spain). The data were gathered through discussion groups. The COREQ checklist was followed. Qualitative thematic analysis of the data was carried out using Atlas-ti. An inductive coding scheme was established. The results have enabled the construction of a communicative competence assessment model and its application in primary education classrooms with HERACLES. The effects of the assessment model and the computer software were different according to teachers’ profiles. On the one hand, teachers open to educational innovation remained posi- tive when facing the systematic and thorough assessment model. On the other hand, teach- ers less receptive to changes considered the model to be complex and difficult to apply in the classroom. In conclusion, HERACLES had a beneficial effect on communicative compe- tence assessment throughout the curriculum and made teachers aware of the different dimensions of communicative competence (speaking, listening, reading and writing) and discourse levels (genre, macrostructure and microstructure).