La mediación intralingüística: propuestas didácticas
Bibliographic record
Abstract
Resumen: Los principales objetivos de este artículo son definir el concepto demediación intralingüística y presentar propuestas didácticas para practicar y/o evaluaresta actividad de lengua en los niveles B1, B2 y C1. Nuestro trabajo se enmarca en elcontexto de las Escuelas Oficiales de Idiomas de Cataluña. La publicación de los RealesDecretos 1041/2017 y 1/2019 impuso a las EEOOII evaluar la mediación lingüística.Como asesoras técnicas coordinadoras de las pruebas de certificación en las EEOOIIcatalanas, llevamos a cabo una investigación para definir el concepto de mediación,desarrollar los currículos, determinar las características de las tareas de mediaciónintralingüística y elaborar criterios de evaluación. Las muestras de tareas y las escalasde evaluación que presentamos en este artículo son fruto del estudio realizado. Gracias aesta investigación hemos podido constatar la validez de las tareas de mediaciónintralingüística y la complejidad que supone redactarlas y evaluarlas. Palabras clave: mediación, intralingüística, tareas, evaluación. Intralinguistic mediation: didactic proposalsAbstract: The main objectives of this article are defining the concept of intralinguisticmediation and presenting didactic proposals to practice and/or assess this languageactivity at levels B1, B2 and C1. Our research is framed in the context of the EscuelasOficiales de Idiomas (EEOOII), Official Language Schools, in Catalonia. Thepublication of Royal Decrees 1041/2017 and 1/2019 forced the EEOOII to assesslinguistic mediation. As technical advisors coordinating the certification tests in theCatalan EEOOII, we carried out research to define the concept of mediation, developcurricula, determine the characteristics of intralinguistic mediation tasks and developassessment criteria. The samples of tasks and the assessment scales that we present inthis article are the result of the study performed. Thanks to this research, we have beenable to verify the validity of intralinguistic mediation tasks and the complexity ofwriting and assessing them.Key words: mediation, intralinguistic, tasks, assessment.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".