Department of Educational Research Methods and Diagnostics, Educational Sciences Faculty, University of Seville, Seville, Spain.
Department of Language and Literature Teaching, Educational Sciences Faculty, University of Seville, Seville, Spain.
PLoS One. 2020 May 29;15(5):e0233613. doi: 10.1371/journal.pone.0233613. eCollection 2020.
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).
2006 年、2011 年和 2016 年国际阅读素养进展研究结果的演变，以及教师在实施核心能力时遇到的困难，使得人们需要思考新的评估模式。我们的研究目的是设计一个交际能力评估模型，并验证其对小学教育教师的效果。所应用的方法是焦点小组研究。参与者来自塞维利亚省的四所小学。通过讨论小组收集数据。遵循 COREQ 清单。使用 Atlas-ti 对数据进行了定性主题分析。建立了一个归纳式编码方案。研究结果使我们能够构建一个交际能力评估模型，并在 HERACLES 中应用于小学教育课堂。评估模型和计算机软件的效果根据教师的特点而有所不同。一方面，对于教育创新持开放态度的教师在面对系统而全面的评估模型时仍然持积极态度。另一方面，对变革不太接受的教师认为该模型复杂且难以在课堂上应用。总之，HERACLES 对整个课程的交际能力评估产生了有益的影响，并使教师意识到交际能力的不同维度（口语、听力、阅读和写作）和话语层次（体裁、宏观结构和微观结构）。
