Evaluation and pedagogical practice in textual production in students of Cartagena de Indias

Abstract

This article highlights the progress of the research called “Text revision: an approach from pedagogical practice and its impact on students’ writing processes.” This qualitative, interpretive study explores pedagogical practices and the assessment of textual production in students of basic secondary education in Cartagena de Indias, Colombia. Through semi-structured interviews and direct observation, the perception of four language teachers on the teaching of writing and the application of assessment strategies was analyzed. The results show that, despite the curricular guidelines, teaching practices focus mainly on superficial corrections of form, such as spelling and handwriting, without addressing writing as an integral process. The lack of teacher training and the limited use of formative assessment hinder the development of critical and argumentative skills in students. The need to mainstream writing in all disciplines and promote an assessment that assesses the entire writing process, from planning to revision, is highlighted. It is concluded that to improve the teaching of writing, a structural change involving teachers, institutions and educational authorities is necessary.