The assessment of reflective competence in critical reading from the socio-formative approach

• Luis Omar Agudelo Rey. ^[1]
  1. [1] UNAB University - Bucaramanga
• Localización: Espiral, Revista de Docencia e Investigación: Unidad de Desarrollo Curricular y Formación Docente, ISSN-e 2389-9719, Vol. 11, Nº. 1, 2021, págs. 73-100
• Idioma: inglés
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• Resumen

  • The absence of educational tools by teachers to assess reflective competence in critical reading comprehensively in primary school students is a fundamental piece in order to determine their achievements, opportunities and difficulties. Therefore, the design of an evaluation instrument under a socioformative approach makes it possible to fully assess the development of this competence in each of its indicators and levels of mastery, in such a way that they respond to the international requirements of competence formation. To achieve this purpose, a documentary analysis was made, contrasted with the experience regarding the evaluative practice of critical reading in the Spanish language area, obtaining as a product the design of a rubric that meets the criteria of the socioformative approach, by allowing feedback, systematization and evaluation of the teaching processes in the development of reading competences