<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2077-2955</journal-id>
<journal-title><![CDATA[Transformación]]></journal-title>
<abbrev-journal-title><![CDATA[trf]]></abbrev-journal-title>
<issn>2077-2955</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Camagüey]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2077-29552022000200253</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Developing CEFR-aligned tasks for assessing receptive skills]]></article-title>
<article-title xml:lang="es"><![CDATA[Diseño de tareas alineadas con el MCER para evaluar las habilidades receptivas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morales Chacón]]></surname>
<given-names><![CDATA[Odalys de las Mercedes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nodarse González]]></surname>
<given-names><![CDATA[Norma Melitina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Tecnológica de La Habana &#8220;José Antonio Echeverría&#8221; (CUJAE  ]]></institution>
<addr-line><![CDATA[La Habana ]]></addr-line>
<country>Cuba</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Central &#8220;Marta Abreu&#8221; de las Villas (UCLV  ]]></institution>
<addr-line><![CDATA[Santa Clara ]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<volume>18</volume>
<numero>2</numero>
<fpage>253</fpage>
<lpage>269</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2077-29552022000200253&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2077-29552022000200253&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2077-29552022000200253&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Objective: This paper focuses on the process of developing receptive skills tasks aligned with the Common European Framework of Reference for Languages (CEFR) for the English proficiency certification in Cuban Higher Education.  Methods: Qualitative methods were chosen to gain insights into theoretical and practical aspects of certification tests. A collaborative-responsive approach, alongside the expertise of participants, allowed developing basic documents for task development. Further, regional group collaboration and online working to develop tasks and feedback rounds were used as an iterative process.  Results: The results provide useful insights into practical aspects of the task development process of the receptive skills for the Cuban certification test.  Conclusions:  The assessment materials produced for task development using the CEFR as reference were crucial to ensure the development of listening and reading tasks in line with international standards to certify students&#8217; English proficiency in Cuban universities. The challenges faced allow task developers not only to recognize which aspects must be paid special attention to when developing receptive skills tasks but also to adapt to the changes resulting from the new assessment practices.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Objetivo: Este artículo se centra en el proceso de diseño de tareas de las habilidades receptivas alineadas con el Marco Común Europeo de Referencia para las Lenguas (MCERL) para la certificación de las competencias en idioma inglés en la educación superior cubana.  Métodos: Los métodos cualitativos se seleccionaron para obtener información sobre aspectos teóricos y prácticos relacionados con el diseño de exámenes de certificación. Un enfoque colaborativo-receptivo, asistido por la experticia de los participantes facilitó la elaboración de documentos básicos para el diseño de las tareas. Adicionalmente, la colaboración en grupos regionales y el trabajo en línea para el diseño y la retroalimentación de las tareas se utilizaron como procesos iterativos.  Resultados: Los resultados ofrecen importantes conocimientos relacionados con aspectos prácticos del proceso de desarrollo de las tareas de las habilidades receptivas.  Conclusiones:  Los materiales de evaluación elaborados para el desarrollo de tareas, utilizando el MCERL como referente, fueron cruciales para asegurar el diseño de tareas de audición y de lectura en correspondencia con los estándares internacionales para certificar las competencias en inglés de los estudiantes universitarios cubanos. Los retos afrontados permiten a los diseñadores de tareas no solo identificar los aspectos a los cuales se debe prestar especial atención durante el diseño de tareas de las habilidades receptivas, sino también adaptarse a los cambios resultantes de las nuevas prácticas de evaluación.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[foreign language instruction]]></kwd>
<kwd lng="en"><![CDATA[language skills]]></kwd>
<kwd lng="en"><![CDATA[listening]]></kwd>
<kwd lng="en"><![CDATA[reading]]></kwd>
<kwd lng="en"><![CDATA[language test]]></kwd>
<kwd lng="en"><![CDATA[skills assessment]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de las lenguas extranjeras]]></kwd>
<kwd lng="es"><![CDATA[habilidades comunicativas]]></kwd>
<kwd lng="es"><![CDATA[evaluación de habilidades]]></kwd>
<kwd lng="es"><![CDATA[lectura]]></kwd>
<kwd lng="es"><![CDATA[exámenes de lenguaje]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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