Competencia comunicativa en educación superior: hacia una evaluación diagnóstica integral

The aim of this paper is to diagnose the sufficiency first-year pedagogy students’ discoursive competence, considering lexical, reading comprehension and written competences. Whit objective, three instruments were designed adapted, one for each competence: lexical availability test, test rubric evaluate an argumentative writing task. Among main findings, it stands out that highest performance corresponds in reading, over lexicon, respectively. It concluded obtained results allow classifying performances initial levels that, although not possible speak existence a correlation, closest links are between reading-writing, lexicon-writing lexicon-reading,