Current Status of English as a Foreign Language Evaluation in Colombia

Autores:: Pérez-Rojas, Katherin
Herrera Carvajal, Carolina

Tipo de recurso:: Article of journal

Fecha de publicación:: 2024

Institución:: Universidad Pedagógica y Tecnológica de Colombia

Repositorio:: RiUPTC: Repositorio Institucional UPTC

Idioma:

id	REPOUPTC2_eee4804fc9151e84801a5e805393f3c9
oai_identifier_str	oai:repositorio.uptc.edu.co:001/19278
network_acronym_str	REPOUPTC2
network_name_str	RiUPTC: Repositorio Institucional UPTC
repository_id_str
dc.title.spa.fl_str_mv	Current Status of English as a Foreign Language Evaluation in Colombia
title	Current Status of English as a Foreign Language Evaluation in Colombia
spellingShingle	Current Status of English as a Foreign Language Evaluation in Colombia Literacidad en evaluación Evaluación de habilidades lingüísticas Evaluación alternativa Evaluación estandarizada EFL Évaluation alphabétisation Évaluation des compétences linguistiques Évaluation alternative Tests standardisés Alfabetização em avaliação Avaliação de competências linguísticas Avaliação alternativa Avaliação padronizada Assessment literacy Assessment of language skills Alternative assessment Standardized testing
title_short	Current Status of English as a Foreign Language Evaluation in Colombia
title_full	Current Status of English as a Foreign Language Evaluation in Colombia
title_fullStr	Current Status of English as a Foreign Language Evaluation in Colombia
title_full_unstemmed	Current Status of English as a Foreign Language Evaluation in Colombia
title_sort	Current Status of English as a Foreign Language Evaluation in Colombia
dc.creator.fl_str_mv	Pérez-Rojas, Katherin Herrera Carvajal, Carolina
dc.contributor.author.eng.fl_str_mv	Pérez-Rojas, Katherin Herrera Carvajal, Carolina
dc.subject.none.fl_str_mv	Literacidad en evaluación Evaluación de habilidades lingüísticas Evaluación alternativa Evaluación estandarizada EFL Évaluation alphabétisation Évaluation des compétences linguistiques Évaluation alternative Tests standardisés Alfabetização em avaliação Avaliação de competências linguísticas Avaliação alternativa Avaliação padronizada Assessment literacy Assessment of language skills Alternative assessment Standardized testing
topic	Literacidad en evaluación Evaluación de habilidades lingüísticas Evaluación alternativa Evaluación estandarizada EFL Évaluation alphabétisation Évaluation des compétences linguistiques Évaluation alternative Tests standardisés Alfabetização em avaliação Avaliação de competências linguísticas Avaliação alternativa Avaliação padronizada Assessment literacy Assessment of language skills Alternative assessment Standardized testing
publishDate	2024
dc.date.accessioned.none.fl_str_mv	2024-01-31 00:00:00 2026-04-16T17:18:02Z
dc.date.available.none.fl_str_mv	2024-01-31 00:00:00
dc.date.issued.none.fl_str_mv	2024-01-31
dc.type.spa.fl_str_mv	Artículo de revista
dc.type.coar.fl_str_mv	http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.coar.none.fl_str_mv	http://purl.org/coar/resource_type/c_6501
dc.type.driver.none.fl_str_mv	info:eu-repo/semantics/article
dc.type.local.eng.fl_str_mv	Journal article
dc.type.version.none.fl_str_mv	info:eu-repo/semantics/publishedVersion
dc.type.content.none.fl_str_mv	Text
dc.type.coarversion.none.fl_str_mv	http://purl.org/coar/version/c_970fb48d4fbd8a85
format	http://purl.org/coar/resource_type/c_6501
status_str	publishedVersion
dc.identifier.issn.none.fl_str_mv	0121-053X
dc.identifier.uri.none.fl_str_mv	https://repositorio.uptc.edu.co/handle/001/19278
dc.identifier.doi.none.fl_str_mv	10.19053/uptc.0121053X.n43.2024.16675
dc.identifier.eissn.none.fl_str_mv	2346-1829
dc.identifier.url.none.fl_str_mv	https://doi.org/10.19053/uptc.0121053X.n43.2024.16675
identifier_str_mv	0121-053X 10.19053/uptc.0121053X.n43.2024.16675 2346-1829
url	https://repositorio.uptc.edu.co/handle/001/19278 https://doi.org/10.19053/uptc.0121053X.n43.2024.16675
dc.language.iso.none.fl_str_mv
language_invalid_str_mv
dc.relation.references.none.fl_str_mv	Alonso, J. C., Martin, J. D., & Gallo, B. (2015). El nivel de inglés después de cursar la educación superior en Colombia: una comparación de distribuciones. Revista de Economía Institucional, 17(33), 275-298. http://doi.org/10.18601/01245996. v17n33.12 Areiza, N. (2013). Role of Systematic Formative Assessment on Students’ Views of Their Learning. Profile Issues in Teachers`Professional Development, 15(2), 165-183. http://www.scielo.org.co/scielo.php?script=sci_ arttext&pid=S1657-07902013000200011 Arias Toro, C. I. & Maturana Patarroyo, L. M. (2005). Evaluación en lenguas extranjeras: discursos y prácticas. Íkala, Revista de Lenguaje y Cultura, 10(1), 63-91. https:// doi.org/10.17533/udea.ikala.3051 Arias, C., Maturana, L. & Restrepo, M. (2012). Evaluación de los aprendizajes en lenguas extranjeras: hacia prácticas justas y democráticas. Lenguaje, 40(1), 99-126. http:// www.scielo.org.co/scielo.php?pid=S012034792012000100005&script=sci_ abstract&tlng=es Bachman, L. & Palmer, A. (2010). Language Assessment in Practice. Oxford University Press. Baker, B., Tsushima, R., & Wang, S. (2014). Investigating Language Assessment Literacy: Collaboration Between Assessment Specialists and Canadian University Admissions Officers [Special issue: Language testing and assessment in higher education: Some current issues]. Language Learning in Higher Education, 4(1), 137-157. http://dx.doi.org/10.1515/cercles-2014-0009 Basturkmen, H. (2012). Review of Research into the Correspondence Between Language Teachers’ Stated Beliefs and Practices. System, 40(2), 282-295. https://doi. org/10.1016/j.system.2012.05.001 Benavides, J. E. (2011). Las pruebas estandarizadas como forma de medición del nivel de inglés en la educación colombiana. En J. Bastidas & G. Muñoz (eds.), Fundamentos para el desarrollo profesional de los profesores de inglés (pp. 19-24). Graficolor. Bérešová, J. (2011). Holistic and Analytic Scoring Used in Assessing Productive Skills. In R. Nedoma (ed.), Proceedings of the Foreign Language Competence as an Integral Component of the University Graduate Profile III, (pp. 12-19). https://sekarl. euba.sk/arl-eu/en/detail-eu_un_cat-0142243-Foreign-language-competence-asan-integral-component-of-the-university-graduate-profile-III/ Borg, S. (2003). Teacher Cognition in Language Teaching: A Review of Research on What Language Teachers Think, Know, Believe, and Do. Language Teaching, 36, 81- 109. https://doi.org/10.1017/S0261444803001903 Borg, S. (2017). Teachers’ Beliefs and Classroom Practices. In P. Garrett & J. M. Cots (Eds.), The Routledge Handbook of Language Awareness (pp. 75-91). https:// www.taylorfrancis.com/chapters/edit/10.4324/9781315676494-5/teachersbeliefs-classroom-practices-simon-borg Broadfoot, P., & Black, P. (2004). Redefining Assessment? The First Ten Years of Assessment in Education. Assessment in Education 11(1), 7-28. Brown, G. T. L., Kennedy, K. J., Fok, P. K., Chan, J. K. S., & Yu, W. M. (2009). Assessment for Student Improvement: Understanding Hong Kong Teachers’ Conceptions and Practices of Assessment. Assessment in Education: Principles, Policy & Practice, 16(3), 347-363. https://doi.org/10.1080/09695940903319737 Brown, H. D. (2004). Language Assessment: Principles and Classroom Practices. Longman. Brown, H. D. (2006). Principles of Language Learning and Teaching (5th Ed.). Pearson Education. Brown, H. D. & Abeywickrama, P. (2010). Language Assessment, Principles and Classroom Practices (2nd Ed.). Pearson Education. Byrnes, H. (2007). Introduction to Perspectives. The Modern Language Journal. Advance Online Publication, 91(4), 641-645. http://www.jstor.org/stable/4626090 Cadena-Aguilar, A., & Álvarez-Ayure, C. P. (2021). Self- and Peer-Assessment of StudentGenerated Podcasts to Improve Comprehensibility in Undergraduate EFL Students. Profile: Issues in Teachers’ Professional Development, 23(2), 67-85. https://doi. org/10.15446/profile.v23n2.88928 Cárdenas Ramos, R. (1997). Exploring Possibilities for Alternative Assessment in Foreign Language Learning. Íkala, Revista de Lenguaje y Cultura, 2(1-2), 57-73. https:// doi.org/10.17533/udea.ikala.8044 Carr, N.T. (2011). Designing and Analyzing Language Tests. Oxford University Press. Cheng, L. & Fox, J. (2008) Towards a Better Understanding of Academic Acculturation: Second Language Students in Canadian Universities. Canadian Modern Languages Review, 65(2), 307-333. Cote Parra, G., & López, A. A. (2024). Examining the Assessment Practices of Foreign Language Novice Teachers. Profile: Issues in Teachers’ Professional Development, 26(1), 97-113. https://doi.org/10.15446/profile.v26n1.106384 Cuesta-Melo, C., Lucero-Zambrano, M., & Herrera-Mosquera, L. (2022). The Influence of Self-Assessment on the English Language Learning Process of Students from a Public University in Colombia. Colombian Applied Linguistic Journal, 24(1), 89- 104. https://doi.org/10.14483/22487085.17673 Cumming, A. (2009). What Needs to Be Developed to Facilitate Classroom-Based Assessment? TESOL Quarterly, 43(3), 515-519. http://goo.gl/6aZDdF Del Campo, M., Bonilla, M. I. & Ahumada, L. S. (2010). An Approach from Formative to Constructive Evaluation Through an Autonomous Learning Process. HOW, 17(1), 145-163. https://www.howjournalcolombia.org/index.php/how/article/view/70 Duque-Aguilar, J. F. (2021). Teachers’ Assessment Approaches Regarding EFL Students’ Speaking Skill. Profile: Issues in Teachers’ Professional Development, 23(1),161-177. https://doi.org/10.15446/profile.v23n1.85964 Espitia, M. I. & Cruz Corzo, C. (2013). Evaluación de pares e interacción en línea: un estudio de caso. Íkala, Revista de Lenguaje y Cultura, 18(2), 131-151. https://doi. org/10.17533/udea.ikala.14519 Faustino Ruiz, C. C., Kostina, I. & Vergara Luján, O. del S. (2013). Prácticas evaluativas en el componente de inglés y francés de un programa de licenciatura en lenguasextranjeras. Lenguaje, 41(2), 353-382. https://doi.org/10.25100/lenguaje. v41i2.4973 Fox, J. (2008). Alternative Assessment. In E. Shohamy & N. Hornberger (Eds.), Encyclopedia of Language and Education (vol. 7, pp. 97-109). Springer Science+Business Media LLC. Frey, B., Schmitt, V., & Allen, J. (2012). Defining Authentic Classroom Assessment. Practical Assessment, Research and Evaluation, 17(2), 1-18. http://pareonline. net/getvn.asp?v=17&n=2 Frodden Armstrong, M. C., Restrepo Marín, M. I., & Maturana Patarroyo, L. M. (2004). Analysis of Assessment Instruments Used in Foreign Language Teaching. Íkala, Revista de Lenguaje y Cultura, 9(1), 171-201. https://doi.org/10.17533/udea.ikala.3146 Fulmer, G., Lee, I., & Tan, K. (2015). Multi-level Model of Contextual Factors and Teachers’ Assessment Practices: An Integrative Review of Research. Assessment in Education: Principles, Policy & Practice. Taylor and Francis. https://doi. org/10.1080/0969594X.2015.1017445 Ginther, A. & Elder, C. (2014). A Comparative Investigation into Understandings and Uses of the English Language Testing Service (Academic) Test, and the Pearson Test of English for Graduate Admissions in the United States and Australia: A Case Study of Two University Contexts. Z<TOEFL iBT. Research Report 24. Educational Testing Service. Giraldo Aristizábal, F. (2018). Diagnostic Study on Teachers’ Beliefs and Practices in Foreign Language Assessment. Íkala, Revista de Lenguaje y Cultura, 23(1), 25- 44. https://doi.org/10.17533/udea.ikala.v23n01a04 Giraldo Aristizábal, F. (2019). Language Assessment Practices and Beliefs: Implications for Language Assessment Literacy. HOW, 26(1), 35-61. https://doi.org/10.19183/ how.26.1.481 Giraldo, F. (2020). Statistics for Classroom Language Assessment: Using Numbers Meaningfully. HOW, 27(2), 135-155. https://doi.org/10.19183/how.27.2.541 Giraldo, F. (2020a). Validity and Classroom Language Testing: A Practical Approach. Colombian Applied Linguistic Journal, 22(2), 194-206. https://doi. org/10.14483/22487085.15998 Giraldo, F. (2021). Language Assessment Literacy: Insights for Educating English Language Teachers through Assessment. HOW, 28(3), 78-92. https://doi.org/10.19183/ how.28.3.673 Giraldo, F., Escalante-Villa, D., & Isaza-Palacio, D. (2023). English Teachers’ Perceptions of a Language Assessment Literacy Course. HOW, 30(2), 70-91. https://doi. org/10.19183/how.30.2.750 Gutiérrez Rojas, A. M. (2022). Understanding Listening Assessment in a Colombian EFL Context. [Master Thesis]. Universidad del Norte. http://hdl.handle. net/10584/11471 Ha, X. V., & Murray, J. C. (2020). Corrective Feedback: Beliefs and Practices of Vietnamese Primary EFL Teachers. Language Teaching Research, 27(1), 137-167. https://doi. org/10.1177/1362168820931897 Harmer, J. (2007). The Practice of English Language Teaching (4th Ed.). Longman. Hatipoğlu, Ç. (2017a). History of Language Teacher Training and English Language Testing and Evaluation (ELTE) Education in Turkey. In Y. Bayyurt & N. Sifakis (Eds.), English Language Education Policies and Practices in the Mediterranean Countries and Beyond. (pp. 227-257). Peter Lang GmbH, Internationaler Verlag der Wissenschaften. Hatipoğlu, Ç. (2017b). Assessing Speaking Skills. In E. Solak (Ed.), Assessment in Language Teaching (pp. 118-148). Pelikan. Hatipoğlu, Ç. (2021). Testing and Assessment of Speaking Skills, Test Task Types, and Sample Test Items. In S. Çelik, H. Çelik & C. Coombe (Eds.), Language Assessment and Test Preparation in English as a Foreign Language (EFL) Education, (pp. 119-173). Vizetek. Hernández-Ocampo, S. (2022). Colombian Scholars’ Discussion About Language Assessment: A Review of Five Journals. Lenguaje, 41(2), 353-382. http://www. scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-07902022000200231 Herrera Mosquera, L. & Macías V., D. F. (2015). A Call for Language Assessment Literacy in the Education and Development of Teachers of English as a Foreign Language. Colombian Applied Linguistics Journal, 17(2), 302-312. https://doi.org/10.14483/udistrital.jour.calj.2015.2.a09 Hyatt, D. & Brooks, G. (2009). Investigating Stakeholders’ Perceptions of IELTS as an Entry Requirement for Higher Education in the UK. IELTS Res Rep, 10, 17-68. James, M., & Pedder, D. (2006). Beyond Method: Assessment and Learning Practices and Values. The Curriculum Journal, 17, 109-138. https://doi.org/10.1080/09585170600792712 Janssen, G. (2022). Local Placement Test Retrofit and Building Language Assessment Literacy with Teacher Stakeholders: A Case Study from Colombia. Language Testing, 39(3), 377-400. https://doi.org/10.1177/02655322221076153 Jiménez, M., Rodríguez, C., & Rey Paba, L. (2017). Standardized Test Results: An Opportunity for English Program Improvement. HOW, 24(2), 121-140. http:// dx.doi.org/10.19183/how.24.2.335. López Mendoza, A. A., & Bernal Arandia, R. (2009). Language Testing in Colombia: A Call for More Teacher Education and Teacher Training in Language Assessment. Profile: Issues in Teachers’ Professional Development, 11(2), 55-70. https:// revistas.unal.edu.co/index.php/profile/article/view/11442 López, A., & Janssen, G. (2010). Validation Study of Colombia’s ECAES English Exam. Lenguaje, 38(2) 423-448 Lynch, B. K. (2001). Rethinking Assessment from a Critical Perspective. Language Testing, 18(4), 351-372. https://doi.org/10.1177/026553220101800403 McNamara, T. (2007). Language Assessment in Foreign Language Education: The Struggle over Constructs. The Modern Language Journal, 9(2). http://www.jstor.org/ stable/4626015 McNamara, T. (2008). Language Testing. In A. Davies & C. Elder (Eds.), The Handbook of Applied Linguistics. Blackwell. https://doi.org/10.1002/9780470757000 Muñoz-Marín, J.H. (2009). Exploring Teachers Practices for Assessing Reading Comprehension Abilities in English as a Foreign Language. Profile, 11, 71- 84. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657- 07902009000200006&lng=en&nrm=iso Muñoz, A. P. & Álvarez, M. E. (2008). Preliminary Evaluation of the Impact of a Writing Assessment System on Teaching and Learning. Profile: Issues in Teachers’ Professional Development, 9(1), 89-110. https://revistas.unal.edu.co/index.php/ profile/article/view/10706 Muñoz, A. P., & Álvarez, M. E. (2010). Washback of an Oral Assessment System in the EFL Classroom. Language Testing, 27(1), 33-49. https://doi. org/10.1177/0265532209347148 Muñoz, A. P., Aristizábal, D., Crespo, F., Gaviria, S., Lopera, L., & Marcela, P. (2003). Assessing Spoken Language in EFL: Beliefs and Practices. Revista Universidad Eafit, 29, 63-73. Muñoz, A. P., Palacio, M., & Escobar, L. (2012). Teachers’ Beliefs About Assessment in an EFL Context in Colombia. Profile: Issues in Teachers’ Professional Development, 14(1), 143-158. https://revistas.unal.edu.co/index.php/profile/article/view/29064 Muñoz, A. P., Álvarez, M., Casals, S., Gaviria, S., & Palacio, M. (2003a). Validation of an Oral Assessment Tool for Classroom Use. Colombian Applied Linguistics Journal, (5), 139-157. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0123- 46412003000100009&lng=en&tlng=en. Muñoz, A., & Álvarez, M. E. (2007). Students’ Objectivity and Perception of Self-Assessment in an EFL Classroom. The Journal of Asia TEFL, 4(2), 1-25. http://journal. asiatefl.org/ main/main.php?inx_journals=12&inx_ubmode=3&PageMode=JournalView&s_ title=Students_Objectivity_and_Perception_of_Self_Assessment_in_an_EFL_ Classroom Ockey, G. J., & Gokturk, N. (2019). Standardized Language Proficiency Tests in Higher Education Springer Nature Switzerland. In Gao (Ed.), Second Handbook of English Language Teaching. Springer International Handbooks of Education. https://doi.org/10.1007/978-3-319-58542-0_25-11 Ordóñez Delgado, M. E. & Rodríguez Nomely, J. (2017). Análisis de las estrategias e instrumentos de evaluación en el aprendizaje del inglés como lengua extranjera. Paideia Surcolombiana, (22), 61-76. https://doi.org/10.25054/01240307.1336 Picón-Jácome, E. (2013). La rúbrica y la justicia en la evaluación. Íkala, Revista de Lenguaje y Cultura, 18(3), 79-94. https://doi.org/10.17533/udea.ikala.14080 Powers, D. (2010). The Case for a Comprehensive, Four-Skills Assessment of EnglishLanguage Proficiency. R & D Connections, 14, 1-12. https://www.ets.org/Media/ Research/pdf/RD_Connections14.pdf Ramírez, A. (2020). Challenges in the Design and Implementation of an English Placement Test for a Colombian Public University. GIST Education and Learning Research Journal, 21, 191-208. https://doi.org/10.26817/16925777.825 Rea-Dickins, P. (2008). Classroom-Based Language Assessment. In E. Shohamy & N. Hornberger (Eds.), Encyclopedia of Language and Education (Vol. 7, pp. 258- 271). Springer Science+Business Media LLC. Reeves, T. C. (2000). Alternative Assessment Approaches for Online Learning Environments in Higher Education. Educational Computing Research, 3(1), 101-111. Rodríguez Ochoa, E. O. (2006). Self-Assessment Practices: An Empowering Tool in the Teaching and Learning EFL Processes. Colombian Applied Linguistics Journal, (9), 229-246. https://doi.org/10.14483/22487085.3153 Rojas-Serrano, J. (2017). Making Sense of Alternative Assessment in a Qualitative Evaluation System. Profile: Issues in Teachers’ Professional Development, 19(2),73-85. https://doi.org/10.15446/profile.v19n2.57178 Shepherd, E. & Ainsworth, V. (2017). An Evaluation of English Language Capability. In English Impact Report. https://drive.google.com/drive/u/0/ folders/1a4GMswo0JSokzZhzBKU-tGDOu0mO0Ipp Shohamy, E., & Hornberger, N. H. (Eds). (2008). Encyclopedia of Language and Education (2nd Ed.), In Language Testing and Assessment (Vol 7). Springer Science Business Media LLC. Shohamy, E., & Inbar, O. (2006). The Language Assessment Process: A ‘Multiplism’ Perspective. In CALPER Professional development Document (No. 0603). The Pennsylvania State University, CALPER. http://misshulcesresources.weebly.com/uploads/1/9/5/1/19518301/o_shohamy_e.__inbar_o._2006.__the_language_ assessment_proce.__university_park_pa-_the_pe..pdf Sisquiarco, A., Sánchez Rojas, S., & Abad, J. V. (2018). Influence of Strategies-Based Feedback in Students’ Oral Performance. HOW, 25(1), 93-113. https://doi. org/10.19183/how.25.1.402. Torres Díaz, S. P. (2009). Promoting Critical Thinking through the Use of Portfolios and Self-assessment. HOW, 16(1), 25-54. https://howjournalcolombia.org/index.php/ how/article/view/75 Tovar Klinger, C. & Guerrero Rodríguez, M. R. (2021). Perceptions of University Teachers of English About Assessment Practices in Colombia: A Phenomenological Study. Editorial Universidad del Nariño. Ubaque Casallas, D. F., & Pinilla Castellanos, F. S. (2016). Argumentation Skills: A Peer Assessment Approach to Discussions in the EFL Classroom. Profile Issues in Teachers’ Professional Development, 18(2), 111-123. http://dx.doi.org/10.15446/profile.v18n2.53314
dc.relation.citationendpage.none.fl_str_mv	20
dc.relation.citationissue.eng.fl_str_mv	43
dc.relation.citationstartpage.none.fl_str_mv	1
dc.relation.ispartofjournal.eng.fl_str_mv	Cuadernos de Lingüística Hispánica
dc.relation.bitstream.none.fl_str_mv	https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/download/16675/14162 https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/download/16675/15442 https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/download/16675/14155
dc.relation.citationedition.eng.fl_str_mv	Núm. 43 , Año 2024 : Publicación continua
dc.rights.none.fl_str_mv	Cuadernos de Lingüística Hispánica - 2024
dc.rights.uri.none.fl_str_mv	https://creativecommons.org/licenses/by-nc/4.0/
dc.rights.accessrights.none.fl_str_mv	info:eu-repo/semantics/openAccess
dc.rights.creativecommons.none.fl_str_mv	This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
dc.rights.coar.none.fl_str_mv	http://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv	Cuadernos de Lingüística Hispánica - 2024 https://creativecommons.org/licenses/by-nc/4.0/ This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv	openAccess
dc.format.mimetype.none.fl_str_mv	application/pdf text/xml application/epub+zip
dc.publisher.eng.fl_str_mv	Universidad Pedagógica y Tecnológica de Colombia
dc.source.none.fl_str_mv	https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/16675
institution	Universidad Pedagógica y Tecnológica de Colombia
bitstream.url.fl_str_mv	https://repositorio.uptc.edu.co/bitstreams/30e48190-3970-4fa3-99dd-8c23f77837d4/download
bitstream.checksum.fl_str_mv	da69d5d810a37256864ef1ad26cf6860
bitstream.checksumAlgorithm.fl_str_mv	MD5
repository.name.fl_str_mv	Repositorio Institucional UPTC
repository.mail.fl_str_mv	bdigital@metabiblioteca.com
_version_	1881674036853866496
spelling	Pérez-Rojas, KatherinHerrera Carvajal, Carolina2024-01-31 00:00:002026-04-16T17:18:02Z2024-01-31 00:00:002024-01-310121-053Xhttps://repositorio.uptc.edu.co/handle/001/1927810.19053/uptc.0121053X.n43.2024.166752346-1829https://doi.org/10.19053/uptc.0121053X.n43.2024.16675application/pdftext/xmlapplication/epub+zipUniversidad Pedagógica y Tecnológica de ColombiaCuadernos de Lingüística Hispánica - 2024https://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessThis work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.http://purl.org/coar/access_right/c_abf2https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/16675Literacidad en evaluaciónEvaluación de habilidades lingüísticasEvaluación alternativaEvaluación estandarizadaEFLÉvaluation alphabétisationÉvaluation des compétences linguistiquesÉvaluation alternativeTests standardisésAlfabetização em avaliaçãoAvaliação de competências linguísticasAvaliação alternativaAvaliação padronizadaAssessment literacyAssessment of language skillsAlternative assessmentStandardized testingCurrent Status of English as a Foreign Language Evaluation in ColombiaArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleJournal articleinfo:eu-repo/semantics/publishedVersionTexthttp://purl.org/coar/version/c_970fb48d4fbd8a85Alonso, J. C., Martin, J. D., & Gallo, B. (2015). El nivel de inglés después de cursar la educación superior en Colombia: una comparación de distribuciones. Revista de Economía Institucional, 17(33), 275-298. http://doi.org/10.18601/01245996. v17n33.12Areiza, N. (2013). Role of Systematic Formative Assessment on Students’ Views of Their Learning. Profile Issues in Teachers`Professional Development, 15(2), 165-183. http://www.scielo.org.co/scielo.php?script=sci_ arttext&pid=S1657-07902013000200011Arias Toro, C. I. & Maturana Patarroyo, L. M. (2005). Evaluación en lenguas extranjeras: discursos y prácticas. Íkala, Revista de Lenguaje y Cultura, 10(1), 63-91. https:// doi.org/10.17533/udea.ikala.3051Arias, C., Maturana, L. & Restrepo, M. (2012). Evaluación de los aprendizajes en lenguas extranjeras: hacia prácticas justas y democráticas. Lenguaje, 40(1), 99-126. http:// www.scielo.org.co/scielo.php?pid=S012034792012000100005&script=sci_ abstract&tlng=esBachman, L. & Palmer, A. (2010). Language Assessment in Practice. Oxford University Press.Baker, B., Tsushima, R., & Wang, S. (2014). Investigating Language Assessment Literacy: Collaboration Between Assessment Specialists and Canadian University Admissions Officers [Special issue: Language testing and assessment in higher education: Some current issues]. Language Learning in Higher Education, 4(1), 137-157. http://dx.doi.org/10.1515/cercles-2014-0009Basturkmen, H. (2012). Review of Research into the Correspondence Between Language Teachers’ Stated Beliefs and Practices. System, 40(2), 282-295. https://doi. org/10.1016/j.system.2012.05.001Benavides, J. E. (2011). Las pruebas estandarizadas como forma de medición del nivel de inglés en la educación colombiana. En J. Bastidas & G. Muñoz (eds.), Fundamentos para el desarrollo profesional de los profesores de inglés (pp. 19-24). Graficolor. Bérešová, J. (2011). Holistic and Analytic Scoring Used in Assessing Productive Skills. In R.Nedoma (ed.), Proceedings of the Foreign Language Competence as an Integral Component of the University Graduate Profile III, (pp. 12-19). https://sekarl. euba.sk/arl-eu/en/detail-eu_un_cat-0142243-Foreign-language-competence-asan-integral-component-of-the-university-graduate-profile-III/Borg, S. (2003). Teacher Cognition in Language Teaching: A Review of Research on What Language Teachers Think, Know, Believe, and Do. Language Teaching, 36, 81- 109. https://doi.org/10.1017/S0261444803001903Borg, S. (2017). Teachers’ Beliefs and Classroom Practices. In P. Garrett & J. M. Cots (Eds.), The Routledge Handbook of Language Awareness (pp. 75-91). https:// www.taylorfrancis.com/chapters/edit/10.4324/9781315676494-5/teachersbeliefs-classroom-practices-simon-borgBroadfoot, P., & Black, P. (2004). Redefining Assessment? The First Ten Years of Assessment in Education. Assessment in Education 11(1), 7-28.Brown, G. T. L., Kennedy, K. J., Fok, P. K., Chan, J. K. S., & Yu, W. M. (2009). Assessment for Student Improvement: Understanding Hong Kong Teachers’ Conceptions and Practices of Assessment. Assessment in Education: Principles, Policy & Practice, 16(3), 347-363. https://doi.org/10.1080/09695940903319737Brown, H. D. (2004). Language Assessment: Principles and Classroom Practices. Longman.Brown, H. D. (2006). Principles of Language Learning and Teaching (5th Ed.). Pearson Education.Brown, H. D. & Abeywickrama, P. (2010). Language Assessment, Principles and Classroom Practices (2nd Ed.). Pearson Education.Byrnes, H. (2007). Introduction to Perspectives. The Modern Language Journal. Advance Online Publication, 91(4), 641-645. http://www.jstor.org/stable/4626090Cadena-Aguilar, A., & Álvarez-Ayure, C. P. (2021). Self- and Peer-Assessment of StudentGenerated Podcasts to Improve Comprehensibility in Undergraduate EFL Students. Profile: Issues in Teachers’ Professional Development, 23(2), 67-85. https://doi. org/10.15446/profile.v23n2.88928Cárdenas Ramos, R. (1997). Exploring Possibilities for Alternative Assessment in Foreign Language Learning. Íkala, Revista de Lenguaje y Cultura, 2(1-2), 57-73. https:// doi.org/10.17533/udea.ikala.8044Carr, N.T. (2011). Designing and Analyzing Language Tests. Oxford University Press.Cheng, L. & Fox, J. (2008) Towards a Better Understanding of Academic Acculturation: Second Language Students in Canadian Universities. Canadian Modern Languages Review, 65(2), 307-333.Cote Parra, G., & López, A. A. (2024). Examining the Assessment Practices of Foreign Language Novice Teachers. Profile: Issues in Teachers’ Professional Development, 26(1), 97-113. https://doi.org/10.15446/profile.v26n1.106384Cuesta-Melo, C., Lucero-Zambrano, M., & Herrera-Mosquera, L. (2022). The Influence of Self-Assessment on the English Language Learning Process of Students from a Public University in Colombia. Colombian Applied Linguistic Journal, 24(1), 89- 104. https://doi.org/10.14483/22487085.17673Cumming, A. (2009). What Needs to Be Developed to Facilitate Classroom-Based Assessment? TESOL Quarterly, 43(3), 515-519. http://goo.gl/6aZDdFDel Campo, M., Bonilla, M. I. & Ahumada, L. S. (2010). An Approach from Formative to Constructive Evaluation Through an Autonomous Learning Process. HOW, 17(1), 145-163. https://www.howjournalcolombia.org/index.php/how/article/view/70Duque-Aguilar, J. F. (2021). Teachers’ Assessment Approaches Regarding EFL Students’ Speaking Skill. Profile: Issues in Teachers’ Professional Development, 23(1),161-177. https://doi.org/10.15446/profile.v23n1.85964Espitia, M. I. & Cruz Corzo, C. (2013). Evaluación de pares e interacción en línea: un estudio de caso. Íkala, Revista de Lenguaje y Cultura, 18(2), 131-151. https://doi. org/10.17533/udea.ikala.14519Faustino Ruiz, C. C., Kostina, I. & Vergara Luján, O. del S. (2013). Prácticas evaluativas en el componente de inglés y francés de un programa de licenciatura en lenguasextranjeras. Lenguaje, 41(2), 353-382. https://doi.org/10.25100/lenguaje. v41i2.4973Fox, J. (2008). Alternative Assessment. In E. Shohamy & N. Hornberger (Eds.), Encyclopedia of Language and Education (vol. 7, pp. 97-109). Springer Science+Business Media LLC.Frey, B., Schmitt, V., & Allen, J. (2012). Defining Authentic Classroom Assessment. Practical Assessment, Research and Evaluation, 17(2), 1-18. http://pareonline. net/getvn.asp?v=17&n=2Frodden Armstrong, M. C., Restrepo Marín, M. I., & Maturana Patarroyo, L. M. (2004). Analysis of Assessment Instruments Used in Foreign Language Teaching. Íkala, Revista de Lenguaje y Cultura, 9(1), 171-201. https://doi.org/10.17533/udea.ikala.3146Fulmer, G., Lee, I., & Tan, K. (2015). Multi-level Model of Contextual Factors and Teachers’ Assessment Practices: An Integrative Review of Research. Assessment in Education: Principles, Policy & Practice. Taylor and Francis. https://doi. org/10.1080/0969594X.2015.1017445Ginther, A. & Elder, C. (2014). A Comparative Investigation into Understandings and Uses of the English Language Testing Service (Academic) Test, and the Pearson Test of English for Graduate Admissions in the United States and Australia: A Case Study of Two University Contexts. Z<TOEFL iBT. Research Report 24. Educational Testing Service.Giraldo Aristizábal, F. (2018). Diagnostic Study on Teachers’ Beliefs and Practices in Foreign Language Assessment. Íkala, Revista de Lenguaje y Cultura, 23(1), 25- 44. https://doi.org/10.17533/udea.ikala.v23n01a04Giraldo Aristizábal, F. (2019). Language Assessment Practices and Beliefs: Implications for Language Assessment Literacy. HOW, 26(1), 35-61. https://doi.org/10.19183/ how.26.1.481Giraldo, F. (2020). Statistics for Classroom Language Assessment: Using Numbers Meaningfully. HOW, 27(2), 135-155. https://doi.org/10.19183/how.27.2.541Giraldo, F. (2020a). Validity and Classroom Language Testing: A Practical Approach. Colombian Applied Linguistic Journal, 22(2), 194-206. https://doi. org/10.14483/22487085.15998Giraldo, F. (2021). Language Assessment Literacy: Insights for Educating English Language Teachers through Assessment. HOW, 28(3), 78-92. https://doi.org/10.19183/ how.28.3.673Giraldo, F., Escalante-Villa, D., & Isaza-Palacio, D. (2023). English Teachers’ Perceptions of a Language Assessment Literacy Course. HOW, 30(2), 70-91. https://doi. org/10.19183/how.30.2.750Gutiérrez Rojas, A. M. (2022). Understanding Listening Assessment in a Colombian EFL Context. [Master Thesis]. Universidad del Norte. http://hdl.handle. net/10584/11471Ha, X. V., & Murray, J. C. (2020). Corrective Feedback: Beliefs and Practices of Vietnamese Primary EFL Teachers. Language Teaching Research, 27(1), 137-167. https://doi. org/10.1177/1362168820931897Harmer, J. (2007). The Practice of English Language Teaching (4th Ed.). Longman.Hatipoğlu, Ç. (2017a). History of Language Teacher Training and English Language Testing and Evaluation (ELTE) Education in Turkey. In Y. Bayyurt & N. Sifakis (Eds.), English Language Education Policies and Practices in the Mediterranean Countries and Beyond. (pp. 227-257). Peter Lang GmbH, Internationaler Verlag der Wissenschaften.Hatipoğlu, Ç. (2017b). Assessing Speaking Skills. In E. Solak (Ed.), Assessment in Language Teaching (pp. 118-148). Pelikan.Hatipoğlu, Ç. (2021). Testing and Assessment of Speaking Skills, Test Task Types, and Sample Test Items. In S. Çelik, H. Çelik & C. Coombe (Eds.), Language Assessment and Test Preparation in English as a Foreign Language (EFL) Education, (pp. 119-173). Vizetek.Hernández-Ocampo, S. (2022). Colombian Scholars’ Discussion About Language Assessment: A Review of Five Journals. Lenguaje, 41(2), 353-382. http://www. scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-07902022000200231Herrera Mosquera, L. & Macías V., D. F. (2015). A Call for Language Assessment Literacy in the Education and Development of Teachers of English as a Foreign Language. Colombian Applied Linguistics Journal, 17(2), 302-312. https://doi.org/10.14483/udistrital.jour.calj.2015.2.a09Hyatt, D. & Brooks, G. (2009). Investigating Stakeholders’ Perceptions of IELTS as an Entry Requirement for Higher Education in the UK. IELTS Res Rep, 10, 17-68.James, M., & Pedder, D. (2006). Beyond Method: Assessment and Learning Practices and Values. The Curriculum Journal, 17, 109-138. https://doi.org/10.1080/09585170600792712Janssen, G. (2022). Local Placement Test Retrofit and Building Language Assessment Literacy with Teacher Stakeholders: A Case Study from Colombia. Language Testing, 39(3), 377-400. https://doi.org/10.1177/02655322221076153Jiménez, M., Rodríguez, C., & Rey Paba, L. (2017). Standardized Test Results: An Opportunity for English Program Improvement. HOW, 24(2), 121-140. http:// dx.doi.org/10.19183/how.24.2.335.López Mendoza, A. A., & Bernal Arandia, R. (2009). Language Testing in Colombia: A Call for More Teacher Education and Teacher Training in Language Assessment. Profile: Issues in Teachers’ Professional Development, 11(2), 55-70. https:// revistas.unal.edu.co/index.php/profile/article/view/11442López, A., & Janssen, G. (2010). Validation Study of Colombia’s ECAES English Exam. Lenguaje, 38(2) 423-448Lynch, B. K. (2001). Rethinking Assessment from a Critical Perspective. Language Testing, 18(4), 351-372. https://doi.org/10.1177/026553220101800403McNamara, T. (2007). Language Assessment in Foreign Language Education: The Struggle over Constructs. The Modern Language Journal, 9(2). http://www.jstor.org/ stable/4626015McNamara, T. (2008). Language Testing. In A. Davies & C. Elder (Eds.), The Handbook of Applied Linguistics. Blackwell. https://doi.org/10.1002/9780470757000Muñoz-Marín, J.H. (2009). Exploring Teachers Practices for Assessing Reading Comprehension Abilities in English as a Foreign Language. Profile, 11, 71- 84. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657- 07902009000200006&lng=en&nrm=isoMuñoz, A. P. & Álvarez, M. E. (2008). Preliminary Evaluation of the Impact of a Writing Assessment System on Teaching and Learning. Profile: Issues in Teachers’ Professional Development, 9(1), 89-110. https://revistas.unal.edu.co/index.php/ profile/article/view/10706Muñoz, A. P., & Álvarez, M. E. (2010). Washback of an Oral Assessment System in the EFL Classroom. Language Testing, 27(1), 33-49. https://doi. org/10.1177/0265532209347148Muñoz, A. P., Aristizábal, D., Crespo, F., Gaviria, S., Lopera, L., & Marcela, P. (2003). Assessing Spoken Language in EFL: Beliefs and Practices. Revista Universidad Eafit, 29, 63-73.Muñoz, A. P., Palacio, M., & Escobar, L. (2012). Teachers’ Beliefs About Assessment in an EFL Context in Colombia. Profile: Issues in Teachers’ Professional Development, 14(1), 143-158. https://revistas.unal.edu.co/index.php/profile/article/view/29064Muñoz, A. P., Álvarez, M., Casals, S., Gaviria, S., & Palacio, M. (2003a). Validation of an Oral Assessment Tool for Classroom Use. Colombian Applied Linguistics Journal, (5), 139-157. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0123- 46412003000100009&lng=en&tlng=en.Muñoz, A., & Álvarez, M. E. (2007). Students’ Objectivity and Perception of Self-Assessment in an EFL Classroom. The Journal of Asia TEFL, 4(2), 1-25. http://journal. asiatefl.org/ main/main.php?inx_journals=12&inx_ubmode=3&PageMode=JournalView&s_ title=Students_Objectivity_and_Perception_of_Self_Assessment_in_an_EFL_ ClassroomOckey, G. J., & Gokturk, N. (2019). Standardized Language Proficiency Tests in Higher Education Springer Nature Switzerland. In Gao (Ed.), Second Handbook of English Language Teaching. Springer International Handbooks of Education. https://doi.org/10.1007/978-3-319-58542-0_25-11Ordóñez Delgado, M. E. & Rodríguez Nomely, J. (2017). Análisis de las estrategias e instrumentos de evaluación en el aprendizaje del inglés como lengua extranjera. Paideia Surcolombiana, (22), 61-76. https://doi.org/10.25054/01240307.1336Picón-Jácome, E. (2013). La rúbrica y la justicia en la evaluación. Íkala, Revista de Lenguaje y Cultura, 18(3), 79-94. https://doi.org/10.17533/udea.ikala.14080Powers, D. (2010). The Case for a Comprehensive, Four-Skills Assessment of EnglishLanguage Proficiency. R & D Connections, 14, 1-12. https://www.ets.org/Media/ Research/pdf/RD_Connections14.pdfRamírez, A. (2020). Challenges in the Design and Implementation of an English Placement Test for a Colombian Public University. GIST Education and Learning Research Journal, 21, 191-208. https://doi.org/10.26817/16925777.825Rea-Dickins, P. (2008). Classroom-Based Language Assessment. In E. Shohamy & N. Hornberger (Eds.), Encyclopedia of Language and Education (Vol. 7, pp. 258- 271). Springer Science+Business Media LLC.Reeves, T. C. (2000). Alternative Assessment Approaches for Online Learning Environments in Higher Education. Educational Computing Research, 3(1), 101-111.Rodríguez Ochoa, E. O. (2006). Self-Assessment Practices: An Empowering Tool in the Teaching and Learning EFL Processes. Colombian Applied Linguistics Journal, (9), 229-246. https://doi.org/10.14483/22487085.3153Rojas-Serrano, J. (2017). Making Sense of Alternative Assessment in a Qualitative Evaluation System. Profile: Issues in Teachers’ Professional Development, 19(2),73-85. https://doi.org/10.15446/profile.v19n2.57178Shepherd, E. & Ainsworth, V. (2017). An Evaluation of English Language Capability. In English Impact Report. https://drive.google.com/drive/u/0/ folders/1a4GMswo0JSokzZhzBKU-tGDOu0mO0IppShohamy, E., & Hornberger, N. H. (Eds). (2008). Encyclopedia of Language and Education (2nd Ed.), In Language Testing and Assessment (Vol 7). Springer Science Business Media LLC.Shohamy, E., & Inbar, O. (2006). The Language Assessment Process: A ‘Multiplism’ Perspective. In CALPER Professional development Document (No. 0603). The Pennsylvania State University, CALPER. http://misshulcesresources.weebly.com/uploads/1/9/5/1/19518301/o_shohamy_e.__inbar_o._2006.__the_language_ assessment_proce.__university_park_pa-_the_pe..pdfSisquiarco, A., Sánchez Rojas, S., & Abad, J. V. (2018). Influence of Strategies-Based Feedback in Students’ Oral Performance. HOW, 25(1), 93-113. https://doi. org/10.19183/how.25.1.402.Torres Díaz, S. P. (2009). Promoting Critical Thinking through the Use of Portfolios and Self-assessment. HOW, 16(1), 25-54. https://howjournalcolombia.org/index.php/ how/article/view/75Tovar Klinger, C. & Guerrero Rodríguez, M. R. (2021). Perceptions of University Teachers of English About Assessment Practices in Colombia: A Phenomenological Study. Editorial Universidad del Nariño.Ubaque Casallas, D. F., & Pinilla Castellanos, F. S. (2016). Argumentation Skills: A Peer Assessment Approach to Discussions in the EFL Classroom. Profile Issues in Teachers’ Professional Development, 18(2), 111-123. http://dx.doi.org/10.15446/profile.v18n2.5331420431Cuadernos de Lingüística Hispánicahttps://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/download/16675/14162https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/download/16675/15442https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/download/16675/14155Núm. 43 , Año 2024 : Publicación continuaPublicationOREORE.xmltext/xml2649https://repositorio.uptc.edu.co/bitstreams/30e48190-3970-4fa3-99dd-8c23f77837d4/downloadda69d5d810a37256864ef1ad26cf6860MD51falseAnonymousREAD001/19278oai:repositorio.uptc.edu.co:001/192782026-09-24 16:18:26.881https://creativecommons.org/licenses/by-nc/4.0/metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCbdigital@metabiblioteca.com

Current Status of English as a Foreign Language Evaluation in Colombia

Publicaciones similares