© Provided by Agencia EFE
Lima, March 22 (EFE).- Peruvian students achieved an adequate development of their texts, but they must work on some domains, especially in third grade, according to the results of the writing test of the Comparative and Explanatory Regional Study (ERCE 2019) released by UNESCO this Tuesday.
The measurement was carried out in 16 countries of Latin America and the Caribbean and sought to evaluate the writing performance of third and sixth grade students in the region through the implementation of their skills in the production of texts from a communicative situation.
Students from Peru write without repeating words and maintain the development of ideas in their texts, but the results warn that they need to work on punctuation and improve the adaptation to the genre regarding which they are asked to write, especially in third grade.
This was the conclusion of the ERCE 2019 test, whose results were released by the Regional Office of Education for Latin America and the Caribbean (OREALC-UNESCO Santiago) together with the representatives of the 16 countries that were part of this investigation.
“Writing is a highly demanding competence at a cognitive level and, unlike oral language, it does not develop naturally in most people. That is why it must be taught from the earliest levels of the educational process and continue to be practiced. and teaching intentionally throughout the entire school career,” said the director of OREALC-UNESCO Santiago, Claudia Uribe.
To evaluate the written production of Peruvian schoolchildren, situations were proposed that addressed different genres.
Third graders were asked to write a letter regarding a trip and a text regarding a dance, while sixth graders were asked to write a request letter and a descriptive text regarding a non-existent animal.
For the correction, three aspects or indicators were evaluated: the discursive domain, the textual domain and legibility conventions.
In third grade, 70% of the students who wrote a letter and 61% of those who wrote a narrative text adapted to the purpose and assigned slogan. However, one in four students did not respond to the requested gender.
In the case of sixth graders, 53% of those who wrote a letter and 48% of those who wrote a narrative text managed to fit the required genre.
Eight out of ten students complied with the record, but one out of ten wrote for a purpose other than that requested.
“The delivery of writing results constitutes an important input for pedagogical work. The ERCE 2019 study is the most recent large-scale learning evaluation in the region, which was implemented just before the massive suspension of face-to-face classes due to the covid-19 pandemic,” concluded Uribe.
(c) EFE Agency
