In this institutional research, indirect learning assessment was incorporated to improve the design of evaluation instruments in an online Spanish Basic Writing course. The study addresses the issue that first-year students at a public university continued to struggle with two short-answer items that had not been identified as particularly difficult in previous evaluation processes. The first addresses the gerund in a journalistic excerpt; the second, the concept of ‘vulgar speech’. A questionnaire was administered to gauge the perceptions of 100 of the 117 enrolled students, aged between 17 and 19, regarding the language used in those two items from the first test of the semester. The results of this descriptive research revealed that a significant percentage felt uncomfortable with the content of the prompts (68% and 71%, respectively), indicating possible adverse reactions to the design of the stimuli. In response, two transformative actions were taken: the items were revised to ensure linguistic neutrality, and the theoretical framework of the course was shifted from prescriptive grammar to applied linguistics to promote linguistic security. This study highlights the importance of aligning assessment design with student perceptions to build effective learning environments.
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