Authentic Assessment of Communicative Competences in Language and Literature to Strengthen Critical Thinking and Written Production

Abstract

The assessment of communicative competences in Language and Literature requires approaches capable of evaluating student performance beyond the reproduction of content, particularly when the aim is to strengthen critical thinking and written production. The analysis focused on examining the contributions of authentic assessment to the development of communicative competences, with particular attention to its relationship with critical thinking and written production. A qualitative, descriptive and documentary study was conducted, drawing on the PRISMA 2020 framework through a systematic process of identifying, selecting, analysing and interpreting relevant academic sources. The findings indicated that contextualised tasks promote the integration of linguistic, interpretive, argumentative and discursive abilities, while explicit criteria, feedback, self-assessment and peer assessment help guide the progressive improvement of performance. It is concluded that authentic assessment represents a relevant approach for integrating communication, critical reasoning and written production by promoting assessment processes centred on performance, reflection and self-regulated learning, thereby strengthening communicative abilities that can be applied to meaningful situations.