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dc.creatorBenítez Figari, Ricardospa
dc.date2008-01-01
dc.date.accessioned2019-09-19T21:27:12Z
dc.date.available2019-09-19T21:27:12Z
dc.identifierhttps://revistas.udistrital.edu.co/index.php/enunc/article/view/1258
dc.identifier10.14483/22486798.1258
dc.identifier.urihttp://hdl.handle.net/11349/18386
dc.descriptionThe aim of this work is to present one of five instruments that will be employed in the research mentioned above. The written production of 400 children with no learning disabilities will be assessed through a holistic focalized guideline, which is different from the pure or simple holistic assessment, whose objective is to classify a written composition to make it match with a graded series of other compositions or to assign a score to the domain of certain features relevant to the type of written text with a guideline that describes each feature and identifies high, medium and low quality levels. The guideline that will be employed is also different from the Primary Trait Score, which directs the test-giver’s attention to those characteristics relevant to the type of discourse required and in which not carrying out the instructions to do the task is severely penalized. Focused Holistic Assessment, instead, is a fusion of both, Holistic Assessment and Primary Trait Scoring, and is an assessment instrument that satisfactorily harmonizes with the production of narrative texts. It assesses the general quality of written texts, regardless of how the producers of those texts respond to specific aspects of a given topic. The instrument presented here in is an assessment guideline that addresses both general characteristics of writing and specific characteristics of the text type required (narration).en-US
dc.descriptionEste trabajo tiene por objetivo presentar uno de los cinco instrumentos que se utilizarán en la investigación fondecyt n° 1070333, con el cual se evaluará la producción escrita de 400 niños y niñas sin trastornos del lenguaje. Dicho instrumento es una pauta de evaluación holística focalizada que se diferencia de la holística pura o simple, con la cual se intenta ya sea clasificar una composición escrita para hacerla corresponder con una serie graduada de otras composiciones o asignar puntaje al dominio de ciertos rasgos relevantes al tipo de texto escrito con una pauta que describe cada rasgo e identifica niveles de calidad alta, media y baja. El instrumento que se presenta aquí es una pauta de evaluación que abarca características tanto generales de una producción escrita como específicas de la tipología textual solicitada (narración).es-ES
dc.formatapplication/pdf
dc.formattext/html
dc.languagespa
dc.publisherUniversidad Distrital Francisco José de Caldases-ES
dc.relationhttps://revistas.udistrital.edu.co/index.php/enunc/article/view/1258/1694
dc.relationhttps://revistas.udistrital.edu.co/index.php/enunc/article/view/1258/4671
dc.sourceEnunciación; Vol 13 No 1 (2008): Language teaching and learning; 28-37en-US
dc.sourceEnunciación; Vol. 13 Núm. 1 (2008): Enseñanza y aprendizaje de la lengua; 28-37es-ES
dc.source2248-6798
dc.source0122-6339
dc.subjectFocused Holistic Assessmenten-US
dc.subjectrubricen-US
dc.subjectPrimary Trait Scoringen-US
dc.subjectresponse.en-US
dc.subjectEvaluación holística focalizadaes-ES
dc.subjectrúbricaes-ES
dc.subjectpuntaje de rasgo primarioes-ES
dc.subjectrespuesta.es-ES
dc.titleLa evaluación de las narraciones escritas: una perspectiva holística focalizadaes-ES
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion


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