La Evaluación de Lenguas Basada en Tareas: Implicaciones para el Aula de Lenguas Extranjeras
DOI:
https://doi.org/10.26817/16925777.828Palabras clave:
evaluación de desempeño, evaluación de lenguas, evaluación de lenguas basada en tareas, evaluación formativaResumen
Partiendo del enfoque comunicativo en evaluación de lenguas, la necesidad de evaluar la competencia comunicativa ha conllevado al diseño de pruebas estandarizadas alrededor del mundo. En especial, la evaluación de lenguas basada en tareas (TBA sus siglas en inglés) se usa como una manera de inferir qué es lo que pueden hacer las personas con su habilidad de lengua en encuentros reales comunicativos. Este artículo de reflexión examina temas claves en TBA, y mediante esta discusión, sugiere que TBA puede analizarse desde el salón de clases; esta es una propuesta que presento como Evaluación de Lenguas Basada en Tareas en Contextos Pedagógicos (ITBA sus siglas en inglés). El artículo comienza con una revisión del significado de tareas, luego analiza los problemas relacionados con TBA y, finalmente, ofrece una lista de chequeo para que los docentes de lenguas exploren TBA en sus contextos educativos. De igual manera, incluyo algunas limitaciones de la propuesta y conclusiones del artículo
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