Assessment of English Learning in a Language Teacher Education Program

Abstract

The purpose of this study is to characterize the assessment process in an English Language Teacher Education Program (ELTEP, hereafter) at a Colombian public university. Following a qualitative-descriptive approach, we identified the perceptions of teachers and students facing this process, reviewed some official documents such as course syllabi and test samples, and observed some classes to respond to the main inquiries of the present study. As data collection instruments we used interviews, questionnaires, field diaries, and documentary records, which allowed for the corresponding triangulation of the information. Once the information was collected, we proceeded to its respective analysis through a methodology of descriptive statistics and qualitative analysis with the support of a computer program for the codification and categorization of information. The results of this study allow us to conclude that in spite of the general guidelines proposed by the institution in terms of assessment of learning, and some good evaluative practices implemented by the teachers of the aforementioned Program, the consolidation of an approach is required. An approach understood as criteria and pedagogical procedures that guide both teachers and students, and one that promotes more formative, fair and democratic assessments.

Examining the Assessment Practices of Foreign Language Novice Teachers

“…Other studies have focused on issues related to large-scale tests, such as examining the validity of a Colombian national English language proficiency exam (López & Janssen, 2010) and the washback or impact of large-scale language tests on teaching and learning (Muñoz & Álvarez, 2010). Moreover, a few researchbased papers describe the assessment of specific skills and competencies such as students' speaking skills (Duque-Aguilar, 2021), self-evaluation of the grammatical range and grammar accuracy (Caicedo Pereira et al, 2018), teachers' and students' perceptions on language assessment (Herrera Mosquera & Zambrano Castillo, 2019), and understanding effective ways to assess speaking skills (Duque-Aguilar, 2021).…”

Narratives about Being and Becoming English Language Teachers in an ELT Education Program

“…Some of the components involved in the program have been locally explored in previous studies. One of these studies aimed to determine the reason for the English courses repetition in the program from the perspective of students and program faculty (Rojas-Barreto & Artunduaga-Cuéllar, 2018), whereas another one aimed to examine teachers' assessment practices (Herrera & Zambrano, 2019). Fernández (2020) focused on explaining the impact of teaching practicum experiences on PELTs' professional development.…”

Autores prescritos para evaluación educativa en los currículos de la formación del profesorado en educación física en América Latina

“…En el ámbito académico de América Latina, la evaluación educativa se ha convertido en el foco de iniciativas de investigadores que han analizado lo siguiente: a) las concepciones y percepciones de los docentes en formación sobre evaluación (Badia y Chumpitaz-Campos, 2018;Faustino et al, 2013;Gallardo-Fuentes y Carter Truillier, 2016;Morales-González et al, 2017;Herrera Mosquera y Zambrano Castillo, 2019); b) los usos que se hacen de determinados instrumentos evaluativos (Lima-Frossard et al, 2021;Maldonado-Fuentes, 2020;Perassi, 2019; Saavedra Jeldres y Campos Espinoza, 2019), y c) el modo en que se ha prescrito la evaluación en los currículos de formación docente (Fuzii et al, 2009;Möller y Gómez, 2014;Paula et al, 2018;Poleto et al, 2020;Stieg et al, 2018Stieg et al, , 2020Telles et al, 2014). Incluso algunos autores han señalado la necesidad de que los cursos de formación del profesorado ofrezcan elementos para pensar en el desempeño docente ante las demandas que son responsabilidad del maestro, incluidas las prácticas evaluativas (Black y Wiliam, 2009;Bwetenga et al, 2020;Lima et al, 2020;Pontes-Junior et al, 2016).…”