Formative assessment strategy in learning Spanish at the Uuniversity of Hunan in China

Abstract

The evaluation of learning constitutes one of the most controversial and worked categories in the area of pedagogical sciences, its meanings are dissimilar from the epistemological point of view attributed to it by: types, functions, methods, among others; without forgetting the importance of the cultural substrate. This work is the result of a doctoral thesis developed at the Center of Studies for the Improvement of Higher Education (CSIHE) at the University of Havana. This research identified a problem related to the formative assessment at the Hunan University of International Economics in China, due to, among other causes, the traditionalism that has characterized the teaching of Spanish as a foreign language (SFL) in this university.  The objective of this article is to design a formative evaluation strategy in the teaching – learning process of SFL for first year students at the University Hunan Economics of China. As a result of the research, the strategy was structured following the requirements and typical characteristics proposed by the didactics of linguistics. It also contains six methods and four techniques appropriate to this area of knowledge.  Actions were determined for each method and technique, based on the objective, requirements and demands of the SFL learning process, so that the evaluation could acquire the potential of formative. Experts criteria were favorable in terms of the viability of the formative evaluation strategy.