Abstract:

In some educational models, specially those linked to the bilingual programmes, it is necessary to apply a reliable theoretical frame to meet the requirements inherent to all teaching-learning processes. Currently, in the educational field, cognitive constructivism is widely accepted as a reliable theory of learning. But not only transference and cognition should be the focus of attention in the primary schools, indeed, assessment should be identically recognized by these formal institutions. Somehow, when planning the instruction, assessment is barely taken into account. This factor let bilingual and creative students in clear disadvantage. For example, when measuring significant learning, items in tests should be carefully graded in difficulty by varying abstractness, complexity, and familiarity. Apropos of academic tests, Hoffman criticizes multiple-choice tests. In his opinion, multiple-choice assessment impel the examinee to choose just one alternative without giving him or her the possibility to manifest the reasoning for such selection. This difficulty increases when learners are instructed in a foreign language. Considering the above-mentioned concerns, we designed and implemented a one-year concept mapping programme to observe if experimental learners will put on display less knowledge than the control group when they were both assessed by means of a traditional method. In the first training stages, experimental pupils were taught the basics of the Assimilation Theory, as well as managing concept mapping. In the rearmost stages of the programme they put their knowledge into practice. Chosen sample group belonged to a bilingual (English-Spanish) school in Castilla-La Mancha, Spain. Participants from the school were fifth-grade male and female students, all Spanish-language speakers, aging between 10 to 11 (M age = 10.5). Quantitative data from the experiment was collected through summative tests; and for the statistical analysis of the previously collected data ANOVA was carried out. Results from the analysis revealed significant differences between both experimental and control groups, revealing that trained students displayed much less (rote) learning.

Keywords:

Assessment, assimilation, constructivism, concept mapping, foreign language, significant learning, content and language integrated learning (CLIL).