| Abstrakt: |
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. [ABSTRACT FROM AUTHOR] |
