Evaluation COUNCIL OF EDUCATION

ASSESSMENT
Andalusian Agenda for Educational

DIAGNOSTIC
Guidelines for the evaluation
of Competence in Linguistic
Communication (foreign
languages)

RMDRLUCI R JUMTR
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1. INTRODUCTION

Law 17/2007, of December 10, on Education of Andalusia, establishes in its article 38

the basic competencies that will be included in the curriculum of compulsory education, among

which is the Competence in Linguistic Communication, referring to the use of language as an

oral and written instrument, both in Spanish and in a foreign language.

Since the 2006-2007 academic year, competence in linguistic communication referring

to the Spanish language has been evaluated in the Diagnostic Test. In the current 2010-2011

school year, the Andalusian Agency for Educational Evaluation includes competence in foreign

languages, evaluating the first language studied by the students of the courses to which this Test

is directed.

For this reason, this document complements what is included in the publication

“Theoretical Frameworks of the Diagnostic Evaluation of Andalusia” of the Ministry of Education,

in which competence in Linguistic Communication in the Spanish language is developed.

The acquisition of linguistic competence, linked to the cognitive development of the

person and defined as the set of knowledge, skills and attitudes necessary for the use of the

language, whether it is the mother tongue or a second language, while instrument for the

expression of the contents of consciousness and for communication, corresponds to a

progressive mastery of linguistic expression and understanding that expands throughout the

learning stages and is gradually acquired throughout the different courses and levels.

educational, resulting in a mastery that, throughout the learner's life, will be partial and not

necessarily uniform in all the dimensions or skills of mastery of a language.

The evaluation of this competence is based on a communicative conception that

presupposes that the language user acquires a capacity and develops linguistic know-how or a

linguistic competence that is constituted by the set of knowledge and skills necessary to use the

language in a communicative situation. specific and with a specific purpose.

 Likewise, in coherence with what is expressed for competence in linguistic communication

in the Spanish language and taking as a reference the Common European Framework of

Reference for languages, the dimensions and elements of competence established here have their

reflection of continuity in the objectives of Primary Education and Compulsory Secondary for a

foreign language, which are expressed in terms of capabilities and include the instrumental nature

of the language for the subject's development in daily life. These abilities are directly related to the

acquisition of skills to understand oral and written texts, express and interact orally as well as to

express oneself in writing.

2. ABOUT EVALUATION AND TREATMENT

OF THE ERROR

The development of competence in linguistic communication involves the progressive

mastery of linguistic expression and understanding. Given the gradual nature of the acquisition of

mastery of a competence, as well as the informative and formative functions that diagnostic

evaluation tests have, they must take into account the peculiarities of the age and educational level

of their recipients, adapting, with this Finally, the reference levels for this purpose through the

establishment of domain sublevels that allow the results of the evaluation to be placed in their own

context and thus provide, in addition to information, data that cause a formative enrichment of the

language teaching-learning process. . For this reason, the common reference level A1 of the CEFR

has been taken, adapted to the Primary Education stage around a sublevel A1.2 and, for

Compulsory Secondary Education, level A2 adapted around a sublevel A2.1 , established from the

learning objectives of the electronic European Language Portfolio, model 105.2010 accredited by

the Council of Europe.

Consequently, the evaluation has focused on the processes of understanding written and

oral texts, as well as the abilities and skills to express oneself in writing and to express oneself and

interact orally, in contexts or communicative situations that are close and familiar to the students. .
 Regarding the treatment of errors in assessment tests, the Common European

Framework of Reference distinguishes between the concepts of “error” and “fault”, so that when a

student makes errors “their performance truly matches their competence, which has developed

characteristics different from the norms of the L2", clarifying that errors occur when a user of the

language "does not adequately put his or her skills into practice, as could happen to a native

speaker" (CEFRL: 2001- Chap. 6.5).

In relation to the evaluation criteria applied here, in line with the CEFR, an error treatment

is carried out that corresponds to the attitude of considering errors and mistakes as an inevitable

and temporary product that occurs in any use of the language. and that can even happen to

native speakers themselves; Consequently, also during the learning of an L2, especially at the

lowest reference levels, the criterion of valuing the effort shown by the user as a sign of the

student's willingness to communicate despite the risk of make mistakes and commit a fault or

error, to the detriment of a merely sanctioning attitude towards them.

3. DIMENSIONS AND ELEMENTS OF COMPETITION

Starting from the objectives and evaluation criteria established in the educational stages

of Primary and Compulsory Secondary, in coherence with the CEFR, the European Portfolio of

Languages and the elements of competence established for the evaluation of this same

competence in the Spanish language, the tests evaluation of basic competence in linguistic

communication in a foreign language have been broken down into a series of Dimensions and

Elements of competence that are collected in Tables 1 and 2.

Likewise, in line with the European Language Portfolio, the tests contemplate contexts for

each of the different dimensions, providing the student with support elements of a visual nature in

some cases and, in others, of a procedural nature. These support elements are intended to serve

either as a stimulus or as data that serves as a starting point for the student, from which they can

demonstrate what they know how to do as a language user, even when errors could be made in

this process. that do not impede the act of communication.

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PRIMARY EDUCATION.
COMPETENCE IN LINGUISTIC COMMUNICATION (foreign languages)
DIMENSION ELEMENTS OF COMPETITION

PCLLE 1.1. Recognize basic vocabulary and understand frequently used short
phrases, related to oneself and the family, when spoken clearly, slowly, with
visual aids, even if the text is not understood in its entirety.
PCLLE1.
Auditive PCLLE 1.2. Relate the meaning, pronunciation and spelling of basic words or
comprehensio short and simple phrases.
n PCLLE 1.3. Understand the global meaning of oral texts related to the students'
closest environment.
PCLLE 1.4. Understand key words and basic expressions related to classroom
activities or the school context.

PCLLE 2.1. Understand simple and brief instructions, expressed very slowly and
very clearly.
PCLLE 2.2. Answer simple questions and describe images of common objects
PCLLE2. Oral and activities.
expression
and interaction PCLLE 2.3. Participate in a conversation by asking and answering simple
questions about topics of immediate need or very common topics.
PCLLE 2.4. Produce oral texts, using simple expressions and phrases, in real or
simulated communication situations that connect with the students' experience,
based on models.

PCLLE 3.1. Recognize familiar words and understand simple phrases found in
PCLLE3. everyday situations.
Reading PCLLE 3.2. Understand the basic vocabulary of texts written on known topics.
comprehensio
n PCLLE 3.3. Capture the global meaning of short and simple texts and dialogues,
composed of short phrases on topics of interest to students connected to daily
and family life.
PCLLE 3.4. Capture specific information from simple texts on known topics.

PCLLE 4.1. Prepare written texts taking care of presentation, order and
handwriting.
PCLLE 4.2. Write meaningful words, phrases and short texts in everyday and
school situations, based on models with a specific purpose and with an
PCLLE4. established format based on the observation of a given model.
Written
expression PCLLE 4.3. Produce brief and simple narratives, descriptions or written
expositions with a coherent structure, connected to the students' own
experience, based on models.
PCLLE 4.4. Respect the spelling of the language, applying grammatical, spelling
and punctuation rules, with semantic coherence and syntactic cohesion.
Table 1. Dimensions and elements that are evaluated in the Linguistic Communication (foreign
languages) competence in Primary Education.
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C COMPULSORY SECONDARY EDUCATION.

O COMPETENCE IN LINGUISTIC COMMUNICATION (foreign languages)
DIMENSION ELEMENTS OF COMPETITION

SCLLE1 1.1. Understand the global meaning of short and simple oral texts related to
the students' closest environment.
SCLLE1 1.2. Understand key words and basic expressions related to classroom
activities or the school context.
SCLLE1. SCLLE1 1.3. Understand phrases and the most common vocabulary on topics of
Auditive
personal interest and everyday matters.
comprehensio
n SCLLE1 1.4. Understand the message of short, clear and simple advertisements and
notices.
SCLLE1 1.5. Understand the general idea of oral texts issued in everyday
conversations or from different media, on known topics.
SCLLE1 1.6. Understand specific information from oral texts issued in everyday
conversations or from different media, on known topics.
SCLLE2 2.1. Participate in a conversation by asking and answering simple questions
about topics of immediate need or very common topics.
SCLLE2 2.2. Produce oral texts, using simple expressions and phrases, in real or
SCLLE2. Oral simulated communication situations that connect with the students' experience, based
expression
on models.
and
interaction SCLLE2 2.3. Communicate in simple and common tasks that require a simple and
direct exchange of information about everyday activities and matters.
SCLLE2 2.4. Produce brief narratives, descriptions or oral presentations in common
communication situations, with the possible support of ICT resources.

SCLLE 3.1. Capture the global meaning of short and simple texts and dialogues,
composed of short phrases on topics of interest to students connected to daily and
family life.
SCLLE3. SCLLE 3.2. Capture specific information from simple texts on known topics.
Reading
SCLLE 3.3. Understand simple instructions from continuous and discontinuous texts
comprehensio
related to daily life.
n
SCLLE 3.4. Globally understand texts issued by speakers in common communication
situations or by the media.
SCLLE 3.5. Capture specific information from written texts, with possible visual
support, based on common communication situations or extracted from the media.

SCLLE 4.1. Produce brief and simple narratives, descriptions or written expositions,
connected to the students' own experience, with a coherent structure and an
SCLLE4. adequate presentation, based on models.
Written SCLLE 4.2. Write short and simple texts using basic vocabulary functionally and
expression taking care of lexical property and variety.
SCLLE 4.3. Apply the rules of grammar, spelling and punctuation respecting the
conventions of the language, with semantic coherence and syntactic cohesion.
Table 2: Dimensions and elements that are evaluated in the competence in Linguistic Communication
(foreign language) in ESO
4. EXAMPLES OF ENGLISH ITEMS
The German language items are similar to those presented below.

4.1. PRIMARY EDUCATION

QUESTION 1

In the “English Workshop”, which is organized at the camp on Monday mornings, we do

the following activity:
The magician Luisón found a beautiful trunk full of words in the tower of an old castle. He
wanted to do magic with them but first, he decided to classify them because… they were
all mixed up! Can you help him? Can you help him?

Look at the following words:

Look at the words:
Oranges May Tuesday June Badminton
ruler Skiing Tennis Pencil December
March Rubber pears Saturday Tomatoes
Sunday Apples September Football Friday
Basketball Monday book Cheese Notebook

Classify the previous words. Look at the examples. Classify:

MONTHS SCHOOL OBJECTS FOOD SPORTS DAYS
March Rubber Apples Football Tuesday
CORRECTION GUIDELINE:

MONTHS SCHOOL OBJECTS FOOD SPORTS DAYS

March Rubber Apples Football Tuesday

May ruler Oranges Basketball Monday

September book Cheese Skiing Friday

June Pencil Tomatoes Tennis Saturday

December Notebook pears Badminton Sunday

QUESTION 1. “SUMMER CAMP”

Dimension 3 3. Reading comprehension.

3.1. Recognize familiar words and understand simple phrases
PCLLE 3.1
found in everyday situations.
4 Place between fifteen and twenty words.

3 Choose between ten and fourteen words.

Punctuation
2 Place between five and nine words.

1 Less than five correct answers.

QUESTION 2

Every Tuesday, at the camp, a “Healthy Living” Workshop is organized. It talks about good
habits related to health. Listen and write the corresponding number under each drawing.
Look at the example:

Listen and number:

TAPESCRIPT:

1. Practice sports.

2. Have a shower.

3. Eat fruit.

4. Clean your teeth.

5. Wash your hands.

CORRECTION GUIDELINE:

QUESTION 2. “SUMMER CAMP”

Dimension 1 1. Oral comprehension.

1.1. Recognize basic vocabulary and understand frequently used
short phrases, related to oneself and the family, when spoken
PCLLE 1.1
clearly, slowly, with visual aids, even if the text is not understood in
its entirety.
4 Four correct answers.

3 Three correct answers.

Punctuation
2 Two correct answers.

1 One or no correct answer.

QUESTION 3

In the “English Workshop” we have to relate the following images with their meaning.
Observe them. Listen and write the corresponding number. Look at the example:
Listen and
number:

TAPESCRIPT:

NUMBER 1. What's the weather like? NUMBER 2. Work in pairs.

NUMBER 3. Recycle your paper. NUMBER 4. What time is it?

NUMBER 5. Turn on/off. NUMBER 6. Sit down.

NUMBER 7. Clean the blackboard. NUMBER 8. Write the date.

CORRECTION GUIDELINE:

Correct answers:

7 6 5 1
2 3 8 4

QUESTION 3. “SUMMER CAMP”

Dimension 1 1. Oral comprehension

PCLLE 1.4 1.4. Understand key words and basic expressions related to
classroom activities or the school context.
4 Six or seven correct answers

3 Four or five correct answers

Punctuation
2 Three correct answers

1 Less than three correct answers

4.2. COMPULSORY SECONDARY EDUCATION
“ALICE IN WONDERLAND”

QUESTION 1

“Alice in Wonderland” is a novel written by Lewis Carroll. Alice falls down a rabbit hole, and
enters into a fantasy world populated by peculiar and funny creatures.

Would you like to change the world? Now, use your imagination and write a paragraph
explaining how your fantasy world will be.

Please, write complete sentences with the verbs in the future tense, and use around 50
words, please.

Would you like to change the world? Now use your imagination and write a paragraph
explaining what your fantasy world will be like.

Write complete sentences with the future tenses and please use about 50 words.
CORRECTION GUIDELINE:

SCLLE 4.1. Produce brief and simple narratives, descriptions or written expositions, connected
to the students' own experience, with a coherent structure and an adequate presentation,
based on models. (Anchor A1 4.3)

Choose the options that best correspond to the intervention of each student and add the
points.

2 points 1 point No point

The text has defined imprecise

irregular or does not
margins and lines…
have
The writing is… clean with some blur with deletions, dirty

The lyrics are… readable readable with unreadable

difficulty

Use… 40 to 50 words 25 to 40 words less than 25 words

The text sticks to the completely partially doesn't stick to the

proposed topic… topic

In its logical consistent understandable incoherent

development, the text
is…

ITEM CORRECTION CRITERIA:

Level 4: 10 to 12 points.

Level 3: 7 to 9 points.

Level 2: 4 to 6 points.

Level 1: from 0 to 3 points.

SCLLE 4.2. Write short and simple texts using basic vocabulary functionally and taking care of
lexical property and variety.

Point out the options that best correspond to the intervention of each student and add the points.
2 points 1 point No point

Reuse the vocabulary with some

properly wrongly
of the model… mistakes

The new vocabulary appropriate with

is … appropriate inappropriate
some errors

The vocabulary is… generally accurate with inaccuracies ambiguous

The vocabulary is… somewhat

varied repetitive
repetitive/limited

ITEM CORRECTION CRITERIA:

Level 4: 7 or 8 points.

Level 3: 5 or 6 points.

Level 2: 3 or 4 points.

Level 1: from 0 to 2 points.

SCLLE 4.3. Apply the rules of grammar, spelling and punctuation respecting the conventions of
the language, with semantic coherence and syntactic cohesion.

Point out the options that best correspond to the intervention of each student and add the points.
2 points 1 point No point

The mistakes non-existent or mild mild with some severe and/or

spellings are… serious abundant

The verbal forms appropriate and appropriate but with

are … correct errors inappropriate

The agreement is… with some errors that

correct in general with several errors
hinder understanding

The syntax (internal with some errors that

correct in general with several errors
order and subordination) hinder understanding
is…

connectors are used varied, appropriately varied, with errors

are not used

Punctuation marks are… with many errors or

well employed with some error non-existent

ITEM CORRECTION CRITERIA:

Level 4: 10 to 12 points.

Level 3: 7 to 9 points.

Level 2: 4 to 6 points.

Level 1: from 0 to 3 points.

 1
7
“TEEN WORLD”

QUESTION 1

Order the pictures below according to the listening.

I play football. I go cycling. I surf the web. I listen to music.

CORRECTION GUIDELINE:

In order: 1. I go cycling. 2. I listen to music. 3. I play football. 4. I surf the web.

QUESTION 1. “TEEN WORLD”

Dimension 1 1. Oral comprehension

1.3. Understand phrases and the most common vocabulary on
SCLLE 1.3 topics of personal interest and everyday matters.

4 4 correct answers.

3 3 correct answers.
Punctuation
2 2 correct answers.

1 1 or none correct.
 QUESTION 2

Which FOUR activities do Martin, Julia and Michael do? Tick the four activities you hear for
each person).

Indicate with an (x) four activities associated with each person.

SPORT CYCLING MUSIC FOOTBALL TECHNOLOGY INTERNET CINEMA DRAWING

•
Martin
m ■ ■
Julia

Michael

CORRECTION GUIDELINE:

MARTIN: sport, cycling, music, football;

JULIA: technology, internet, cinema, music;

MICHAEL: sport, music, football, drawing.

QUESTION 2. “TEEN WORLD”

Dimension 1 1. Oral comprehension.

1.6. Understand specific information from oral texts issued in

everyday conversations or from different media, on known topics.
SCLLE1.6

4 10 to 12 correct answers.

3 6 to 9 correct answers.
Punctuation
2 3 to 5 correct answers.

1 0 to 2 correct answers; more than 12 marked boxes.

QUESTION 3

Listen and underline the correct answers. Listen and underline the correct answer.

to. This is a radio/ TV/ internet show.

..............weekend
b. The show isactivities/
about hobbies/ working days.

c. Four/ three/ five people call the show.

d. The participants are teenagers/ parents/ children.

CORRECTION GUIDELINE:

a. radio show;
b. hobbies;
c. three;
d. teenagers.

QUESTION 3. “TEEN WORLD”

Dimension 1 1. Oral comprehension

SCLLE 1.5 1.5. Understand the general idea of oral texts issued in everyday
conversations or from different media, on known topics.

4 Level 4: 4 correct answers

3 Level 3: 3 correct answers

Punctuation
2 Level 2: 2 correct answers

1 Level 1: none or one correct answer

5. EXAMPLES OF FRENCH ITEMS

PRIMARY EDUCATION

In the “French Workshop”, which is organized at the camp on Monday mornings,

we do the following activity:

The magician Luisón found a beautiful trunk full of words in the tower of an old
castle. He wanted to do magic with them but first, he decided to classify them because…
they were all mixed up! Can you help him? Est-ce que tu peux l'aider?

ASK

Look at the following words: Regarde les mots suivants:

Oranges May mardi June Badminton
Règle Skier Tennis crayon December
Mars Gomme Poires samedi Tomatoes
Dimanche Pommes September Football Vendredi
Basketball Lundi Free Fromage Cahier
Classify the previous words. Look at the examples. Classes mots:

Mois de l'année Objets de l'école Nourriture Sports Days

Mars Règle Pommes Football mardi
 CORRECTION GUIDELINES: THEY ARE THE SAME AS IN THE ENGLISH LANGUAGE.

Every Tuesday, at the camp, a “Healthy Living” Workshop is organized. It talks about
good habits related to health. Listen and write the corresponding number under each
drawing. Look at the example:

ASK

Écoute et numerote:

TRANSCRIPTION:

1. FAIS DU SPORT.
2. PENDS UNE DOUCHE.
3. MANGE DES FRUITS.
4. WASH TOI LES DENTS.
5. WASH TOI LES MAINS.

CORRECTION GUIDELINES: THEY ARE THE SAME AS IN THE ENGLISH LANGUAGE.

 ASK
In the “French Workshop” we have to relate the following images with their meaning. Observe
them. Listen and write the corresponding number. Look at the example:

Écoute et numerote:

Transcription:

NUMBER 1. Quel temps fait-il NUMBER 2. Work with a comrade.

NUMBER 3. Recycle ton papier. NUMBER 4. Quelle heure est-il?

NUMBER 5. Allume / Éteins la lumière. NUMBER 6. Assieds-toi.

NUMBER 7. Efface le tableau. NUMBER 8. Écris date it.

CORRECTION GUIDELINES: THEY ARE THE SAME AS IN THE ENGLISH LANGUAGE.

 SECONDARY EDUCATION
ASK

Écris les phrases sous le dessin corresponding.

Write the sentences under the corresponding drawing.

Je joue au foot. Je prends mon vélo. Je chatte. J'écoute de la musique.

CORRECTION GUIDELINES: THEY ARE THE SAME AS IN THE ENGLISH LANGUAGE.

ASK

Associe four activités à que personne en les signalant avec un (x).

Indicate with an (x) four activities associated with each person.

sport I see him The music The foot The technology Internet The cinema I wish you
Jerome
Julia
Michelle
CORRECTION GUIDELINES: THEY ARE THE SAME AS IN THE ENGLISH LANGUAGE.