Evaluación auténtica y formativa para cualificar la escritura de textos argumentativos en estudiantes de grado séptimo

Abstract

This research work aims to strengthen the production of argumentative texts - opinion articles - in students who are starting their high school education, this from the implementation of authentic and formative evaluation. The research conceives writing from a psycholinguistic perspective, recognizing it as a process and from a sociocultural perspective, to show that its teaching should be oriented as a cultural practice, that is, as a real communicative act. For the execution of the proposal, a Didactic Sequence is carried out, which indicates strategies that link the process of teaching argumentative textual typology, text reading, planning, writing and rewriting around the theme of war in Colombia, productions that finally will be published in the school newspaper. The methodology was oriented from the qualitative approach, the interpretative paradigm and Action-Research. In this way, teaching practice and reflection is oriented towards the interpretation and transformation of the mother tongue teaching, as well as allowing the identification of tools for the conscious use of authentic and formative evaluation.