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 competences, 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. Participants 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 positive when facing the systematic and thorough assessment model. On the other hand, teachers 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 competence 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).
Highlights
Assessments carried out by the International Association for the Evaluation of Educational Achievement (IEA) in Spain have provided new evidence for the effects of the educational improvement measures applied in primary education in the last two decades
The assessment performed in Progress in International Reading Literacy Study (PIRLS) in 2006, 2011 and 2016 has shown how competence in communication in Spanish primary education has not progressed at the rate of that of other European countries [1,2,3]
Setting out from these suppositions, this paper addresses the following aims: 1. To design a communicative competence assessment model based on the Spanish primary education curriculum
Summary
Assessments carried out by the International Association for the Evaluation of Educational Achievement (IEA) in Spain have provided new evidence for the effects of the educational improvement measures applied in primary education in the last two decades. The assessment performed in Progress in International Reading Literacy Study (PIRLS) in 2006, 2011 and 2016 has shown how competence in communication in Spanish primary education has not progressed at the rate of that of other European countries [1,2,3].
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