Abstrakzio laburpen-testuak ebaluatzeko metodoa, Lehen Hezkuntzan: testu luzera, koherentzia erlazioak, gai nagusia

Abstract

Students make understanding-exercises after reading texts and they do not take into account usually the relational discourse structure. In this paper we analyse how students understand the text in summarising texts. To do this, we build a corpus with students and teachers summaries. These summaries (students and teachers summaries) were compared in order to describe the differences of relational discourse structure and also to know how students understand the texts, when they have to summarise them. Following Rhetorical Structure Theory (RST) we have evaluated the summarised texts, checking the following phenomena: i) the length of the summaries, ii) the most important discourse unit (or central unit) of the summaries and iii) the relational discourse structure of the summaries. Results show that students know how they have to summarise texts in length, but they show difficulties to identify the most important discourse unit or the main topic of each text and, therefore, this affects to coherence and to the relational discourse structure.