Language, communication, assessment, and grading.

Language, communication, assessment, and grading.

1. Grading

   • It entails giving a score or mark for promotion, however, it cannot perform the assessment roles.
     • A culture that does not fulfill what Colombians need to be competent in.
   • Focuses on measuring (summative) instruments
     • Promoted by national and international institutions (World bank, UNICEF, pruebas Saber, PISA) .
       • Encouraging students and education agents to focus on test-taking techniques, instead of measuring competences.
         • References: Martinez, J.D. (2020). Assessment subculture vs. grading subculture: an educative conflict in Colombia.

2. Assessment

   • It allows the development of learning strategies:
     • Through cognitive and metacognitive processes and production.
     • Its objective is the improvement of any program at any educative level.

3. Language and communication

   • Competencies
     • Communicative language competencies.
       • Linguistic competence
         • Lexical competence
         • Grammatical competence
         • Semantic competence
         • Phonological competence
         • Orthographic competence
         • Orthoepic competence
           • Reference: Council of Europe (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, UK: Cambridge University Press.
       • Pragmactic competence.
         • Functional competence
         • Discourse competence
       • Sociolinguistic competence.
         • Linguistics markers competence of social relations
         • Expressions of folk wisdom
         • Politeness conventions
         • Register differences
         • Dialect and accent