Análisis comparativo del uso de marcadores metadiscursivos en la evaluación formativa y sumativa online / Comparative analysis of the use of metadiscourse markers in online formative and summative assessment
DOI:
https://doi.org/10.17398/1988-8430.34.261Palabras clave:
evaluación sumativa; evaluación formativa; marcadores; metadiscurso; hablantes no nativos.Resumen
Se propone en este artículo comparar la efectividad de la evaluación formativa y la evaluación sumativa al evaluar la comunicación en la realización de tareas online. Para ello, se diseñaron diferentes tipos de tareas online que los/as alumnos/as tenían que realizar en dos asignaturas, una del primer semestre y otra del segundo en el mismo curso académico. En el primer semestre se aplicó la evaluación sumativa al grupo de control y en el segundo semestre la evaluación formativa al grupo experimental. Se realizó este experimento con alumnos de posgrado cuya lengua materna era el chino y tenían que realizar las tareas en español. Con el fin de identificar y analizar los resultados del experimento se tuvieron en cuenta varios parámetros como el uso de marcadores metadiscursivos, la interacción con el profesor y la comunicación efectiva. Los/as alumnos/as realizaron las tareas de forma progresiva y se compararon los resultados en el grupo de control y el experimental. Se comentaron los resultados con el fin de identificar si se observaban diferencias en el uso de marcadores metadiscursivos y se extrajeron las conclusiones del estudio.
Abstract
In this paper, my main aim is to compare the effectiveness of formative assessment and summative assessment of communicative skills in online tasks. Different types of online tasks were designed to be done by students in two subjects in the first and second semester of an academic year. Summative assessment was carried out in the subject of the first semester to the control group. In the second semester, formative assessment was performed in another subject to the experimental group. This experiment was performed to graduate students whose mother tongue was Chinese and had to write the tasks in Spanish. In order to identify and analyse the results of the experiment, several aspects were taken into account, such as the use of metadiscursive markers, interaction with the teacher, and effective communication. The students did the tasks progressively and the results were compared in the control and experimental groups. The results were commented in order to identify if differences were observed in the use of metadiscursive markers and the conclusions of the study were drawn.
Keywords: summative assessment; formative assessment; markers; metadiscourse; non native speakers.
Referencias
Albelda, M., y Cestero, A. (2011). De nuevo sobre los procedimientos de atenuación. Español Actual, 96, 121-155.
Anderson, C., y Palm, T. (2017). The impact of formative assessment on student achievement: A study of the effects of changes to classroom practice after a comprehensive professional development programme. Learning and Instruction, 49, 92-102. doi: 10.1016/j.learninstruc.2016.12.006.
Aull, L. (2015). Connecting writing and language in assessment: Examining style, tone, and argument in the U.S. Common Core standards and in exemplary student writing. Assessing Writing, 24, 59-73. doi: 10.1016/j.asw.2015.03.002.
Black, P. (2015). Formative assessment – an optimistic but incomplete vision, Assessment in Education: Principles, Policy & Practice, 22(1), 161-177. doi: 10.1080/0969594X.2014.999643.
Black, P. (2010). Formative Assessment. En P. Peterson, E. Baker, y B. McGaw (Eds.), International Encyclopedia of Education (pp. 359-364). Elsevier.
Briz, A. (2007). Para un análisis semántico, pragmático y sociopragmático de la cortesía atenuadora en España y América. Lingüística Española Actual, 29(1), 5-40.
Carrió-Pastor, M. L. (2016). A contrastive study of the hedges used by English, Spanish and Chinese researchers in academic papers. En F. Alonso Almeida et al. (Eds.), Input a word, analyze the world: Selected approaches to Corpus Linguistics (pp. 477-492). Cambridge Scholars.
Carrió-Pastor, M. L. (2019). Different ways to express personal attitudes in Spanish and English engineering papers: An analysis of metadiscourse devices, affective evaluation and sentiment analysis. Lodz Papers in Pragmatics, 15(1), 45-67. doi: 10.1515/lpp-2019-0004.
Carrió-Pastor, M. L. (2020). Conocer la lengua a través de los corpus: la herramienta METOOL, retos para el análisis de los marcadores discursivos. Pragmalingüística, 28, 255-274. doi: 10.25267/Pragmalinguistica.2020.i28.13.
Carrió-Pastor, M. L. (2021, en prensa). Emphasising and mitigating statements in linguistics and engineering academic papers written by non-native speakers of English. En I. Kecskes (Ed.), Cambridge Handbook of Intercultural Pragmatics (pp. en prensa). Cambridge University Press.
Connor, U. (1996). Contrastive Rhetoric: Cross-Cultural Aspects of Second Language Writing. Cambridge University Press.
Costa, D. S. J., Mullan, B. A., Kothe, E. J., y Butow, P. (2010). A web-based assessment tool for Master students: A pilot study. Computers & Education, 54, 1248-1253. doi: 10.1016/j.compedu.2009.11.011.
Crystal, D. (1997). A dictionary of linguistics and phonetics. Blackwell.
De la Hoz Ibacache, S. (2016). Objetivos y metodologías en los estudios de evaluación formativa de la composición escrita entre el periodo de 1992 y 2014. Tejuelo, 24, 31-36. doi: 10.17398/1988-8430.24.1.31.
Fernando, W. (2018). Show me your true colours: Scaffolding formative academic literacy assessment through an online learning platform. Assessing Writing, 36, 63-76. doi: 10.1016/j.asw.2018.03.005.
Fernando, W. (2020). Moodle quizzes and their usability for formative assessment of academic writing. Assessing Writing, 46, 1-6. doi: 10.1016/j.asw.2020.100485.
Flores, N. (2020). Linguistic mitigation in English and Spanish: How speakers attenuate expressions. Routledge.
Fordyce, K. (2013). The differential effects of explicit and implicit instruction on EFL learners’ use of epistemic stance. Applied Linguistics, 35, 6-28. doi: 10.1093/applin/ams076.
Gikandi, J. W., Morrow, D., y Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education, 57, 2333-2351. doi: 10.1016/j.compedu.2011.06.004.
Granberg, C., Palm, T., y Palmberg, B. (2021). A case study of a formative assessment practice and the effects on students’ self-regulated learning. Studies in Educational Evaluation, 68, 1-10. doi: 10.1016/j.stueduc.2020.100955.
Gulikers, J. T. M., Biemans, H. J. A., Wesselink, R., y van der Wel, M. (2013). Aligning formative and summative assessments: a collaborative action research challenging teacher conceptions. Studies in Educational Evaluation, 39, 116-124. doi: 10.1016/j.stueduc.2013.03.001.
Halliday, M. A. K. (1998). El lenguaje como semiótica social. La interpretación social del lenguaje y su significado. S. L. Fondo de cultura económica de España.
Hamodi, C., López Pastor, V. M., y López Pastor, A. T. (2015). Medios, técnicas e instrumentos de evaluación formativa y compartida del aprendizaje en educación superior. Perfiles educativos, 147, 146-161.
Hansen, G., y Ringdal, R. (2018). Formative assessment as a future step in maintaining the mastery-approach and performance-avoidance goal stability. Studies in Educational Evaluation, 56, 59-70. doi: 10.1016/j.stueduc.2017.11.005.
Hansen, G. (2020). Formative assessment as a collaborative act. Teachers’ intention and students’ experience: Two sides of the same coin, or? Studies in Educational Evaluation, 66, 1-10. doi: 10.1016/j.stueduc.2020.100904.
Havnes, A., Smith, K., Dyste, O., y Ludvigsen, K. (2012). Formative assessment and feedback: Making learning visible. Studies in Educational Evaluation, 38, 21-27. doi: 10.1016/j.stueduc.2012.04.001.
Hyland, K. (1998). Persuasion and context: The pragmatics of academic metadiscourse. Journal of Pragmatics, 30, 437-455.
Hyland, K. (2005). Metadiscourse: Exploring Interaction in Writing. Continuum.
Liu, F., y Stapleton, P. (2018). Connecting writing assessment with critical thinking: An exploratory study of alternative rhetorical functions and objects of enquiry in writing prompts. Assessing Writing, 38, 10-20. doi: 10.1016/j.asw.2018.09.001.
Marshall, B. (2010). Formative Assessment and Instructional Planning. En P. Peterson, E. Baker, y B. McGaw (Eds.), International Encyclopedia of Education (pp. 365-368). Elsevier.
Meusen-Beekman, K. D., Brinke, D. J., y Boshuizen, H. P. A. (2016). Effects of formative assessments to develop self-regulation among sixth grade students: Results from a randomized controlled intervention. Studies in Educational Evaluation, 51, 126-136. doi: 10.1016/j.stueduc.2016.10.008.
Mohamadi, Z. (2018). Comparative effect of online summative and formative assessment on EFL student writing ability. Studies in Educational Evaluation, 59, 29-40. doi: 10.1016/j.stueduc.2018.02.003.
Moya, P., y Carrió-Pastor, M. L. (2018). Estrategias de intensificación en los comentarios digitales sobre noticias. Spanish in Context, 15 (3), 369-391. doi: 10.1075/sic.00019.car.
Mur Dueñas, P. (2011). An intercultural analysis of metadiscourse features in research articles written in English and in Spanish. Journal of Pragmatics, 43, 3068-3079. doi: 10.1016/j.pragma.2011.05.002.
Panadero, E., y Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 9, 129-144. doi: 10.1016/j.edurev.2013.01.002.
Pachler, N., Daly, C., Mor, Y., y Mellar, H. (2010). Formative e-assessment: Practitioner cases. Computers & Education, 54, 715-721. doi: 10.1016/j.compedu.2009.09.032.
Pellegrino, J. W. (2010). Technology and formative assessment. En P. Peterson, E. Baker, y B. McGaw (Eds.), International Encyclopedia of Education (pp. 43-47). Elsevier.
Pine, G. J. (2009). Teacher action research: Building knowledge democracies. Sage.
Pla-Campas, G., Arumí-Prat, J., Senye-Mir, A. M., y Ramírez, E. (2016). Effect of using formative assessment techniques on students’ grades. Procedia. Social and Behavioural Sciences, 228, 190-195. doi: 10.1016/j.sbspro.2016.07.028.
Roever, C. (2014). Assessing Pragmatics. En A. J. Kunnan (Ed.), Companion to Language Assessment (pp. 1-15). Wiley.
Salas Valdebenito, M. (2015). Una propuesta de taxonomía de marcadores metadiscursivos para el discurso académico-científico escrito en español. Revista Signos, 48 (87), 95-120. doi: 10.4067/S0718-09342015000100005.
Schildkamp, K., Van der Kleij, F. M., Heitink, M. C., Kippers, W. B., y Veldkamp, B. P. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research, 103, 1-16. doi: 10.1016/j.ijer.2020.101602.
Sutton, R. (2010). Challenges of developing and implementing formative assessment practices in schools. En P. Peterson, E. Baker, y Barry McGaw (Eds.), International Encyclopedia of Education (Third Edition), (pp. 353-358). Elsevier.
Talanquer, V. (2015). La importancia de la evaluación formativa. Educación Química, 26, 177-179. doi: 10.1016/j.eq.2015.05.001
Thompson, G. (2001). Interaction in Academic Writing: Learning to Argue with the Reader. Applied Linguistics 22(1), 58-78. doi: 10.1093/applin/22.1.58.
Tillema, H. (2010). Formative Assessment in Teacher Education and Teacher Professional Development. En P. Peterson, E. Baker, y B. McGaw (Eds.), International Encyclopedia of Education (Third Edition) (pp. 563-571). Elsevier.
Van der Kleij, F. M. (2019). Comparison of teacher and student perceptions of formative assessment feedback practices and association with individual student characteristics. Teaching and Teacher Education, 85, 175-189. doi: 10.1016/j.tate.2019.06.010
Wilson, J., Roscoe, R., y Ahmed, Y. (2017). Automated formative writing assessment using a levels of language framework. Assessing Writing, 34, 16-36. doi: 10.1016/j.asw.2017.08.002.
Xiao, Y., y Yang, M. (2019). Formative assessment and self-regulated learning: How formative assessment supports students’ self-regulation in English language learning. System, 81, 39-49. doi: 10.1016/j.system.2019.01.004.
Yin, X., y Buck, G. A. (2019). Using a collaborative action research approach to negotiate an understanding of formative assessment in an era of accountability testing. Teaching and Teacher Education, 80, 27-38. doi: 10.1016/j.tate.2018.12.018.
Anderson, C., y Palm, T. (2017). The impact of formative assessment on student achievement: A study of the effects of changes to classroom practice after a comprehensive professional development programme. Learning and Instruction, 49, 92-102. doi: 10.1016/j.learninstruc.2016.12.006.
Aull, L. (2015). Connecting writing and language in assessment: Examining style, tone, and argument in the U.S. Common Core standards and in exemplary student writing. Assessing Writing, 24, 59-73. doi: 10.1016/j.asw.2015.03.002.
Black, P. (2015). Formative assessment – an optimistic but incomplete vision, Assessment in Education: Principles, Policy & Practice, 22(1), 161-177. doi: 10.1080/0969594X.2014.999643.
Black, P. (2010). Formative Assessment. En P. Peterson, E. Baker, y B. McGaw (Eds.), International Encyclopedia of Education (pp. 359-364). Elsevier.
Briz, A. (2007). Para un análisis semántico, pragmático y sociopragmático de la cortesía atenuadora en España y América. Lingüística Española Actual, 29(1), 5-40.
Carrió-Pastor, M. L. (2016). A contrastive study of the hedges used by English, Spanish and Chinese researchers in academic papers. En F. Alonso Almeida et al. (Eds.), Input a word, analyze the world: Selected approaches to Corpus Linguistics (pp. 477-492). Cambridge Scholars.
Carrió-Pastor, M. L. (2019). Different ways to express personal attitudes in Spanish and English engineering papers: An analysis of metadiscourse devices, affective evaluation and sentiment analysis. Lodz Papers in Pragmatics, 15(1), 45-67. doi: 10.1515/lpp-2019-0004.
Carrió-Pastor, M. L. (2020). Conocer la lengua a través de los corpus: la herramienta METOOL, retos para el análisis de los marcadores discursivos. Pragmalingüística, 28, 255-274. doi: 10.25267/Pragmalinguistica.2020.i28.13.
Carrió-Pastor, M. L. (2021, en prensa). Emphasising and mitigating statements in linguistics and engineering academic papers written by non-native speakers of English. En I. Kecskes (Ed.), Cambridge Handbook of Intercultural Pragmatics (pp. en prensa). Cambridge University Press.
Connor, U. (1996). Contrastive Rhetoric: Cross-Cultural Aspects of Second Language Writing. Cambridge University Press.
Costa, D. S. J., Mullan, B. A., Kothe, E. J., y Butow, P. (2010). A web-based assessment tool for Master students: A pilot study. Computers & Education, 54, 1248-1253. doi: 10.1016/j.compedu.2009.11.011.
Crystal, D. (1997). A dictionary of linguistics and phonetics. Blackwell.
De la Hoz Ibacache, S. (2016). Objetivos y metodologías en los estudios de evaluación formativa de la composición escrita entre el periodo de 1992 y 2014. Tejuelo, 24, 31-36. doi: 10.17398/1988-8430.24.1.31.
Fernando, W. (2018). Show me your true colours: Scaffolding formative academic literacy assessment through an online learning platform. Assessing Writing, 36, 63-76. doi: 10.1016/j.asw.2018.03.005.
Fernando, W. (2020). Moodle quizzes and their usability for formative assessment of academic writing. Assessing Writing, 46, 1-6. doi: 10.1016/j.asw.2020.100485.
Flores, N. (2020). Linguistic mitigation in English and Spanish: How speakers attenuate expressions. Routledge.
Fordyce, K. (2013). The differential effects of explicit and implicit instruction on EFL learners’ use of epistemic stance. Applied Linguistics, 35, 6-28. doi: 10.1093/applin/ams076.
Gikandi, J. W., Morrow, D., y Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education, 57, 2333-2351. doi: 10.1016/j.compedu.2011.06.004.
Granberg, C., Palm, T., y Palmberg, B. (2021). A case study of a formative assessment practice and the effects on students’ self-regulated learning. Studies in Educational Evaluation, 68, 1-10. doi: 10.1016/j.stueduc.2020.100955.
Gulikers, J. T. M., Biemans, H. J. A., Wesselink, R., y van der Wel, M. (2013). Aligning formative and summative assessments: a collaborative action research challenging teacher conceptions. Studies in Educational Evaluation, 39, 116-124. doi: 10.1016/j.stueduc.2013.03.001.
Halliday, M. A. K. (1998). El lenguaje como semiótica social. La interpretación social del lenguaje y su significado. S. L. Fondo de cultura económica de España.
Hamodi, C., López Pastor, V. M., y López Pastor, A. T. (2015). Medios, técnicas e instrumentos de evaluación formativa y compartida del aprendizaje en educación superior. Perfiles educativos, 147, 146-161.
Hansen, G., y Ringdal, R. (2018). Formative assessment as a future step in maintaining the mastery-approach and performance-avoidance goal stability. Studies in Educational Evaluation, 56, 59-70. doi: 10.1016/j.stueduc.2017.11.005.
Hansen, G. (2020). Formative assessment as a collaborative act. Teachers’ intention and students’ experience: Two sides of the same coin, or? Studies in Educational Evaluation, 66, 1-10. doi: 10.1016/j.stueduc.2020.100904.
Havnes, A., Smith, K., Dyste, O., y Ludvigsen, K. (2012). Formative assessment and feedback: Making learning visible. Studies in Educational Evaluation, 38, 21-27. doi: 10.1016/j.stueduc.2012.04.001.
Hyland, K. (1998). Persuasion and context: The pragmatics of academic metadiscourse. Journal of Pragmatics, 30, 437-455.
Hyland, K. (2005). Metadiscourse: Exploring Interaction in Writing. Continuum.
Liu, F., y Stapleton, P. (2018). Connecting writing assessment with critical thinking: An exploratory study of alternative rhetorical functions and objects of enquiry in writing prompts. Assessing Writing, 38, 10-20. doi: 10.1016/j.asw.2018.09.001.
Marshall, B. (2010). Formative Assessment and Instructional Planning. En P. Peterson, E. Baker, y B. McGaw (Eds.), International Encyclopedia of Education (pp. 365-368). Elsevier.
Meusen-Beekman, K. D., Brinke, D. J., y Boshuizen, H. P. A. (2016). Effects of formative assessments to develop self-regulation among sixth grade students: Results from a randomized controlled intervention. Studies in Educational Evaluation, 51, 126-136. doi: 10.1016/j.stueduc.2016.10.008.
Mohamadi, Z. (2018). Comparative effect of online summative and formative assessment on EFL student writing ability. Studies in Educational Evaluation, 59, 29-40. doi: 10.1016/j.stueduc.2018.02.003.
Moya, P., y Carrió-Pastor, M. L. (2018). Estrategias de intensificación en los comentarios digitales sobre noticias. Spanish in Context, 15 (3), 369-391. doi: 10.1075/sic.00019.car.
Mur Dueñas, P. (2011). An intercultural analysis of metadiscourse features in research articles written in English and in Spanish. Journal of Pragmatics, 43, 3068-3079. doi: 10.1016/j.pragma.2011.05.002.
Panadero, E., y Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 9, 129-144. doi: 10.1016/j.edurev.2013.01.002.
Pachler, N., Daly, C., Mor, Y., y Mellar, H. (2010). Formative e-assessment: Practitioner cases. Computers & Education, 54, 715-721. doi: 10.1016/j.compedu.2009.09.032.
Pellegrino, J. W. (2010). Technology and formative assessment. En P. Peterson, E. Baker, y B. McGaw (Eds.), International Encyclopedia of Education (pp. 43-47). Elsevier.
Pine, G. J. (2009). Teacher action research: Building knowledge democracies. Sage.
Pla-Campas, G., Arumí-Prat, J., Senye-Mir, A. M., y Ramírez, E. (2016). Effect of using formative assessment techniques on students’ grades. Procedia. Social and Behavioural Sciences, 228, 190-195. doi: 10.1016/j.sbspro.2016.07.028.
Roever, C. (2014). Assessing Pragmatics. En A. J. Kunnan (Ed.), Companion to Language Assessment (pp. 1-15). Wiley.
Salas Valdebenito, M. (2015). Una propuesta de taxonomía de marcadores metadiscursivos para el discurso académico-científico escrito en español. Revista Signos, 48 (87), 95-120. doi: 10.4067/S0718-09342015000100005.
Schildkamp, K., Van der Kleij, F. M., Heitink, M. C., Kippers, W. B., y Veldkamp, B. P. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research, 103, 1-16. doi: 10.1016/j.ijer.2020.101602.
Sutton, R. (2010). Challenges of developing and implementing formative assessment practices in schools. En P. Peterson, E. Baker, y Barry McGaw (Eds.), International Encyclopedia of Education (Third Edition), (pp. 353-358). Elsevier.
Talanquer, V. (2015). La importancia de la evaluación formativa. Educación Química, 26, 177-179. doi: 10.1016/j.eq.2015.05.001
Thompson, G. (2001). Interaction in Academic Writing: Learning to Argue with the Reader. Applied Linguistics 22(1), 58-78. doi: 10.1093/applin/22.1.58.
Tillema, H. (2010). Formative Assessment in Teacher Education and Teacher Professional Development. En P. Peterson, E. Baker, y B. McGaw (Eds.), International Encyclopedia of Education (Third Edition) (pp. 563-571). Elsevier.
Van der Kleij, F. M. (2019). Comparison of teacher and student perceptions of formative assessment feedback practices and association with individual student characteristics. Teaching and Teacher Education, 85, 175-189. doi: 10.1016/j.tate.2019.06.010
Wilson, J., Roscoe, R., y Ahmed, Y. (2017). Automated formative writing assessment using a levels of language framework. Assessing Writing, 34, 16-36. doi: 10.1016/j.asw.2017.08.002.
Xiao, Y., y Yang, M. (2019). Formative assessment and self-regulated learning: How formative assessment supports students’ self-regulation in English language learning. System, 81, 39-49. doi: 10.1016/j.system.2019.01.004.
Yin, X., y Buck, G. A. (2019). Using a collaborative action research approach to negotiate an understanding of formative assessment in an era of accountability testing. Teaching and Teacher Education, 80, 27-38. doi: 10.1016/j.tate.2018.12.018.
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2021-09-30
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Análisis comparativo del uso de marcadores metadiscursivos en la evaluación formativa y sumativa online / Comparative analysis of the use of metadiscourse markers in online formative and summative assessment. (2021). TEJUELO. Didáctica De La Lengua Y La Literatura. Educación, 34, 261-292. https://doi.org/10.17398/1988-8430.34.261
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