<?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>S2077-29552022000100238</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Assessing writing in English in Cuban Higher Education]]></article-title>
<article-title xml:lang="en"><![CDATA[Evaluación de la escritura en inglés en la Educación Superior Cubana]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutiérrez Baffil]]></surname>
<given-names><![CDATA[Tamara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Collada Peña]]></surname>
<given-names><![CDATA[Ivonne de la Caridad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Pinar del Río  ]]></institution>
<addr-line><![CDATA[Pinar del Río ]]></addr-line>
<country>Cuba</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de las Ciencias Informáticas  ]]></institution>
<addr-line><![CDATA[La Habana ]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>18</volume>
<numero>1</numero>
<fpage>238</fpage>
<lpage>252</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2077-29552022000100238&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2077-29552022000100238&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2077-29552022000100238&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Objetivo:  El objetivo de este trabajo es exponer los elementos estudiados en el proceso de desarrollo de las escalas de evaluación de la escritura según las especificaciones de la prueba definidas para evaluarla en los niveles A2 y B1 del MCER (por ser los dos niveles a los que se dirige la prueba).  Métodos:  Se utilizaron el análisis y la síntesis como métodos teóricos, y se siguió un enfoque iterativo para el desarrollo, la validación y la revisión de las escalas de calificación.  Resultado:  La creación de las especificaciones de las pruebas para evaluar las habilidades de escritura en una prueba nacional estandarizada, las directrices para los redactores de tareas con todas las orientaciones necesarias para que estas tengan coherencia y uniformidad, y las escalas de calificación.  Conclusión:  Las escalas de calificación desarrolladas para la evaluación de la escritura constituyen una valiosa herramienta para lograr una alineación constructiva entre el desarrollo del plan de estudios, la enseñanza, la evaluación en el aula y la prueba nacional de aptitud. Basadas en algunos de los descriptores y escalas más reconocidas a nivel internacional, estas responden a las necesidades y expectativas locales de la educación superior para describir de forma cualitativa estandarizada los rendimientos observados de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Objective:  This article aims at discussing the elements studied in the process of developing rating scales for writing according to the test specifications defined to assess it at levels A2 and B1 of the CEFR (since these are the two levels targeted by the test).  Methods:  Analysis and synthesis were used as theoretical methods, and an iterative approach was followed for the development, validation, and revision of rating scales.  Result:  Test specifications for assessing the writing skills in a national standardized test were obtained as well as item writer guidelines, which include all the necessary orientations for task developers to have consistency and uniformity, and the rating scales.  Conclusion:  The rating scales developed for writing assessment become a valuable tool for constructive alignment between curriculum development, instruction, classroom assessment, and national proficiency testing. Based on some of the most internationally recognized descriptors and scales, they respond to the higher education local needs and expectations to describe in a standardized qualitative way the observed student performances.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[foreign language instruction]]></kwd>
<kwd lng="en"><![CDATA[speaking]]></kwd>
<kwd lng="en"><![CDATA[language skills]]></kwd>
<kwd lng="en"><![CDATA[skills assessment]]></kwd>
<kwd lng="en"><![CDATA[achievement rating]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de las lenguas extranjeras]]></kwd>
<kwd lng="es"><![CDATA[habilidades orales]]></kwd>
<kwd lng="es"><![CDATA[evaluación de habilidades]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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