Diseño de un instrumento de evaluación para el diagnóstico de las competencias lingüísticas en inglés en ambientes de aprendizaje de básica primaria

Abstract

The present study addresses the lack of contextualized diagnostic instruments to identify the English language proficiency of primary school students in Colombian public educational institutions. Despite the bilingualism policies promoted by the Ministry of National Education (MEN), there is a persistent lack of monitoring mechanisms to evaluate their real impact. Furthermore, standardized tests, such as the Saber (ICFES) exams, do not include English assessment at this educational level. The objective of the research was to design a contextualized, accessible, and pertinent assessment instrument, aligned with the Basic Learning Rights (DBA), the Basic Competence Standards (EBC), and the A1 level descriptors of the Common European Framework of Reference (CEFR). Methodologically, a descriptive qualitative approach was adopted through documentary analysis, instrument design, pilot testing, and expert judgment validation. The results show that the tool possesses cultural validity, functional clarity, and relevance regarding the A1 level. Furthermore, areas for improvement were identified related to the simplification of vocabulary, the strengthening of writing skills, and the incorporation of a greater Colombian cultural component. It was also observed that students perform better in recognition tasks than in activities requiring the contextual use of the language, as well as significant differences between rural and urban contexts. It is concluded that the instrument constitutes a valid and reliable tool for formative diagnosis in primary education, favoring more equitable and contextualized assessment processes. Likewise, its implementation can contribute to reducing educational gaps, strengthening teaching practices, and promoting bilingualism in diverse Colombian educational contexts.