Understanding Assessment Processes for Communicative Competence through an Analysis of Teachers’ Reported Practice

Guzmán‐Simón, Fernando; Gordillo, Juan Jesús Torres; Rodríguez, Katia Caballero

doi:10.3390/educsci10040116

Cited by 4 publications

(4 citation statements)

References 47 publications

(37 reference statements)

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“…A great number of scientific works are devoted to the problem of developing communicative competence as the main component of the professional qualification in education nowadays [10,11,12,13]. The studies show the types of assessment items, assessment criteria, tools, and procedures for communicative competence [14,15], organizational aspects of improving the process of teaching foreign languages to economics students [16], functional and pragmatic characteristics of communication strategies used in intercultural business communication [17].…”

Section: Literature Reviewmentioning

confidence: 99%

Communicative Competence Development in Teaching Professional Discourse in Educational Establishments

Kyrpychenko¹,

Pushchyna²,

Kichuk³

et al. 2021

IJMECS

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The article is devoted to the question of communicative competence formation, represented in all spheres of professional application in higher education and states that the degree of its formation depends on a person's approach to behave in different social situations. This study examines the essence and structure of communicative competence, as well as the system of its formation while teaching a foreign language to higher education students of economics. Evaluation of the characteristics of developing communicative competence when working with economic texts is carried out as the main communicative unit on the example of the use of specific material in speech. The methodology of the formation of communicative competence among future economists is theoretically determined and experimentally tested through interaction with economic texts in English for professional purposes (49 students aged 17-20 years participated in the research). Analysis of linguistic, psychological, psycholinguistic and methodological bases of communicative competence formation, questionnaires of students and survey results gave grounds for the development of experimental methods of these competences formation by future economists in the process of studying modern foreign language.The interactive methods of learning from economic texts were developed under a new concept of teaching foreign language for the formation of communicative competence and introduced in experimental groups of learners. The data indicated a significant increase in intermediate and high levels of future economists" communicative competences formation in groups with interactive classes.

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Section: Literature Reviewmentioning

confidence: 99%

Communicative Competence Development in Teaching Professional Discourse in Educational Establishments

Kyrpychenko¹,

Pushchyna²,

Kichuk³

et al. 2021

IJMECS

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“…The way the teacher communicates directly affects all components of the learning environment. In addition, it also significantly impacts students' motivation and commitment to learning, as well as the atmosphere and climate in the school classroom (Pankowska, 2010;Guzmán-Simón et al, 2020;Chen, 2021).…”

Section: Introduction -Communication Competence Of Early Childhood Te...mentioning

confidence: 99%

“…Reflecting on the factors affecting communication competence, after analyzing the literature on the subject, we selected two opposing factors for the present analyses: stress as a factor lowering its level (Maslach, Leiter, 2011) and dispositional optimism as a factor increasing its level (Czerw, 2010).…”

Section: Introduction -Communication Competence Of Early Childhood Te...mentioning

confidence: 99%

Communication competence of future early childhood teachers - a report on a study in Poland

Sosnowska-Bielicz,

Sala-Suszyńska

2023

JoMS

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ObjectivesCommunication competence of future early childhood teachers - a report on a study in polandMaterial and methodsThe research was based on a quantitative paradigm. To determine the level of communication competence we used the Self-assessment of Communication Competence Scale (SPCC), stress was examined with the Perceived Stress Scale (PSS), and dispositional optimism was tested with the Life Orientation Test (LOT-R).ResultsThe analyses showed that prospective early childhood teachers obtained average scores in communication competence. At the same time, they reported high levels of stress and low levels of dispositional optimism. In addition, stress levels correlated negatively with all dimensions of communication competence, meaning that the higher the stress level, the lower the level of communication competence in all the measured dimensions. In contrast, dispositional optimism correlated positively with all dimensions of communication competence, indicating that all dimensions of communication competence increased as dispositional optimism increased.ConclusionsBased on the analyses, we suggest enriching education programs for early childhood teachers with issues related to communication competence, coping with public speaking, and preventive activities related to stress management.

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“…Evaluation has historically been understood as an ideal instrument of selection and control (Guzmán-Simón et al, 2020). Initially, it was used to try to implement forms of individual control and its extension to forms of social control.…”

Section: Introductionmentioning

confidence: 99%

Formative assessment in Physical education and its relation to the level of attention of primary school children

López¹,

Maneiro-Dios²,

Moral-García³

2022

Spec eduk i rehabilitacija

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Introduction. The aim of this study was to analyse the relationship between primary school students' perception of the Physical Education teacher's formative assessment practices in terms of their level of attention. Methods. In this descriptive cross-sectional study that included 172 students, attention was assessed through the Perception of Similarities and Differences test and the teacher's formative assessment practices through the teacher performance questionnaire associated with formative assessment practices whose scores were validated. Results. With regard to gender, Student's t-test showed no significant differences except for the number of errors in favour of males (p < .05). In relation to the level of attention, we detected statistically significant differences in metacognitive (p < .05) and retrospective (p < .05) formative assessment in favour of those with a lower level of attention. However, the linear regression test showed a negative association between attention and metacognitive formative assessment (R 2 = .28). Conclusion. It can be concluded that a lower level of attention seems to be associated with a higher perception of primary school students of metacognitive assessment practice associated with internal information processing and with retroactive assessment practice, which is related to the anticipation of learning difficulties. Being aware of the importance of formative assessment in the teaching-learning process, it would be advisable to involve the whole educational community in order to arouse interest among teachers, as it provides essential knowledge in their professional work, contributing to the improvement of academic development as well as to the comprehensive training of all schoolchildren.

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Understanding Assessment Processes for Communicative Competence through an Analysis of Teachers’ Reported Practice

Cited by 4 publications

References 47 publications

Communicative Competence Development in Teaching Professional Discourse in Educational Establishments

Communicative Competence Development in Teaching Professional Discourse in Educational Establishments

Communication competence of future early childhood teachers - a report on a study in Poland

Formative assessment in Physical education and its relation to the level of attention of primary school children

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