Sistema de actividades evaluativas basado en el modelo crítico-artístico para la concreción de los niveles de lectura

Abstract

Evaluation is a process that over time has been considered an instrument for quantifying skills, however, currently, it should be used primarily as a feedback process and improvement of the entire teaching-learning process. In order to obtain relevant data on the behavior of this aspect, in this paper we propose to study the influence that critical-artistic evaluation can have on the development of reading comprehension, which is valued from the consideration of the concretion of its three levels of reading: literal, inferential and evaluative criticism. Each of them is fundamental to achieve readers who understand what they read and, therefore, can challenge the real situations of life, the environment and society. In order to favor the transit of students through these levels and ensure an efficient development of reading comprehension, it is proposed to consider the possibilities of this evaluative model based on the application and evaluation of a system of evaluative activities that may also favor the emotional component of the students. Methodologically, a diagnosis was developed to understand the processes and evaluative strategies that are carried out in the Unidad Educativa La Inmaculada to its students and teachers.