Open AccessA avaliação integrada no exame Celpe-Bras e as tarefas de leitura e escrita
Author(s) -
K. Mendel,
Juliana Roquele Schoffen
Publication year - 2017
Publication title -
belt - brazilian english language teaching journal
Language(s) - English
Resource type - Journals
ISSN - 2178-3640
DOI - 10.15448/2178-3640.2017.2.28568
Subject(s) - task (project management) , reading comprehension , operationalization , psychology , comprehension , reading (process) , mathematics education , computer science , linguistics , engineering , programming language , philosophy , systems engineering , epistemology
The Certificate of Proficiency in Portuguese Language for Foreigners (Celpe-Bras) aims to assess language proficiency by integrating comprehension and production skills. Despite being a controversial issue, integrated assessment is inaccordance with the theoretical construct of the Celpe-Bras exam, based on a dialogical perspective of language. As such, this paper investigates how the Celpe-Bras exam presents the concept of integrated assessment in its publicdocuments, specifications and assessment parameters. Furthermore, it discusses how the analyzed tasks assess reading and writing. The results point to the need for a better description and operationalization of integrated assessment inthe exam, and demonstrate the importance of the task instruction for the integration of skills and to emphasize the complexity of comprehension assessment in this type of task. The reflections presented can contribute to the description of the comprehension and production assessment in the Celpe-Bras exam and to the promotion of new discussions on integrated tasks.