{"id":68,"date":"2021-01-26T12:13:25","date_gmt":"2021-01-26T12:13:25","guid":{"rendered":"https:\/\/literacies.cica.es\/?page_id=68"},"modified":"2021-07-07T09:30:50","modified_gmt":"2021-07-07T09:30:50","slug":"proyecto-complice-edu2013-44176-p","status":"publish","type":"page","link":"https:\/\/literacies.cica.es\/en\/proyecto-complice-edu2013-44176-p\/","title":{"rendered":"C\u00d3MPLICE PROJECT (EDU2013-44176-P)"},"content":{"rendered":"
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Mejora de la COMPetencia en comunicaci\u00f3n LIng\u00fc\u00edstiCa del alumnado de Educaci\u00f3n Infantil y Educaci\u00f3n Primaria (<\/strong>EDU2013-44176-P)<\/p>\n\n\n\n

Acronym COMPLICE<\/strong><\/p>\n\n\n\n

This research project (EDU2013-44176-P) was developed between the years 2014 and 2017, and focused on improving the linguistic communication competence of Early Childhood Education (EI) and Primary Education (EP) students, resorting to an intervention strategy based on teacher training and the use of digital resources for programming and evaluation. The COMPLICE R + D + i project was financed by the Ministry of Economy and Competitiveness through the 2013-2016 State Plan for Excellence - R + D Projects.<\/p>\n\n\n\n

Competence in linguistic communication constitutes a basic part of the school curriculum, and its evaluation in the classroom entails certain difficulties derived from the high number of students per classroom and the scarcity of adequate instruments. Results from successive international evaluations (PISA, PIRLS) show that student levels still leave room for improvement.<\/p>\n\n\n\n

Therefore, the team's objectives were to diagnose the situation in the centers regarding the procedures and methodologies used to teach competence in linguistic communication, in order to design a continuous programming and formative evaluation of the learning of linguistic competence training program for Elementary and Primary Education teachers, and develop digital tools to carry out these teaching tasks. In addition, both the training program and the digital resources designed for the linguistic competence teaching-learning process were evaluated, with special attention to their impact on the learning outcomes achieved in this area by Elementary and Primary education students.<\/p>\n\n\n\n

Methodologically, the project took on a collaborative approach, seeking to promote joint work between researchers and education professionals in Elementary and Primary Education. The first phase consisted of a diagnosis of the state of things, reviewing the way in which language competence is being taught in schools in order to identify the existing problems and the needs of the teaching staff, with the goal of improving teaching. After this first phase, the diagnosis was that the teachers had significant difficulty to evaluate the children\u2019s competence in linguistic communication. In a second phase, we sought to respond to these difficulties and the weaknesses found in the teaching methodologies put into practice in the classrooms, developing a teacher training program based on the \u201cassessment for learning\u201dassessment for learning<\/em>aimed at improving their teaching performance; and designing digital resources to improve the programming and evaluation of language competence. Finally, the third phase evaluated both the training provided and the resources designed, assessing their design, their implementation, and the results obtained; in terms of the development of the schoolchildren's linguistic competence.<\/p>\n\n\n\n

The objectives of the investigation were:<\/p>\n\n\n\n