Formative assessment in vocabulary learning : insights for the English classroom.

Esta investigación-acción examina el rol de la evaluación formativa en el aprendizaje de vocabulario entre estudiantes de inglés como lengua extranjera de tercer grado en el Colegio Magdalena Ortega de Nariño. Analiza las percepciones de los estudiantes sobre las estrategias de evaluación formativa...

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Autores:: Corredor Pabon, Helen Valeria

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2025

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: eng

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network_acronym_str	RPEDAGO2
network_name_str	Repositorio Institucional UPN
repository_id_str
dc.title.spa.fl_str_mv	Formative assessment in vocabulary learning : insights for the English classroom.
title	Formative assessment in vocabulary learning : insights for the English classroom.
spellingShingle	Formative assessment in vocabulary learning : insights for the English classroom. Evaluación formativa Aprendizaje de vocabulario Aprendizaje colaborativo Aula de inglés como lengua extranjera Formative assessment Vocabulary learning Collaborative learning EFL classroom
title_short	Formative assessment in vocabulary learning : insights for the English classroom.
title_full	Formative assessment in vocabulary learning : insights for the English classroom.
title_fullStr	Formative assessment in vocabulary learning : insights for the English classroom.
title_full_unstemmed	Formative assessment in vocabulary learning : insights for the English classroom.
title_sort	Formative assessment in vocabulary learning : insights for the English classroom.
dc.creator.fl_str_mv	Corredor Pabon, Helen Valeria
dc.contributor.advisor.spa.fl_str_mv	Morales Sossa, Ana Milena
dc.contributor.author.none.fl_str_mv	Corredor Pabon, Helen Valeria
dc.subject.spa.fl_str_mv	Evaluación formativa Aprendizaje de vocabulario Aprendizaje colaborativo Aula de inglés como lengua extranjera
topic	Evaluación formativa Aprendizaje de vocabulario Aprendizaje colaborativo Aula de inglés como lengua extranjera Formative assessment Vocabulary learning Collaborative learning EFL classroom
dc.subject.keywords.eng.fl_str_mv	Formative assessment Vocabulary learning Collaborative learning EFL classroom
description	Esta investigación-acción examina el rol de la evaluación formativa en el aprendizaje de vocabulario entre estudiantes de inglés como lengua extranjera de tercer grado en el Colegio Magdalena Ortega de Nariño. Analiza las percepciones de los estudiantes sobre las estrategias de evaluación formativa y su impacto en el desarrollo de léxico. Mediante un enfoque cualitativo, se implementaron grupos focales y artefactos para recopilar datos valiosos que evidenciaron el desarrollo de la propuesta pedagógica. Los resultados de la triangulación metodológica revelan que los estudiantes valoran la retroalimentación constructiva como una herramienta de mejora y motivación. La colaboración entre pares surgió como un apoyo clave que fomenta la interacción, el conocimiento compartido y el estímulo emocional. En conclusión, la evaluación formativa puede potenciar la retención de vocabulario implementando retroalimentación centrada en el estudiante y estrategias multimodales, al tiempo que aborda las barreras afectivas.
publishDate	2025
dc.date.accessioned.none.fl_str_mv	2025-06-20T15:33:28Z
dc.date.available.none.fl_str_mv	2025-06-20T15:33:28Z
dc.date.issued.none.fl_str_mv	2025
dc.type.local.spa.fl_str_mv	Tesis/Trabajo de grado - Monografía - Pregrado
dc.type.coar.eng.fl_str_mv	http://purl.org/coar/resource_type/c_7a1f
dc.type.driver.eng.fl_str_mv	info:eu-repo/semantics/bachelorThesis
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dc.identifier.instname.spa.fl_str_mv	instname:Universidad Pedagógica Nacional
dc.identifier.reponame.spa.fl_str_mv	reponame: Repositorio Institucional UPN
dc.identifier.repourl.none.fl_str_mv	repourl: http://repositorio.pedagogica.edu.co/
url	http://hdl.handle.net/20.500.12209/21193
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dc.language.iso.spa.fl_str_mv	eng
language	eng
dc.relation.references.spa.fl_str_mv	Abrudan, C. (2010). Vocabulary and Language Teaching. Annals of the University of Oradea: Economic Science. Arenas, A. (2022). The formative assessment techniques in the classroom as an English learning strategy in the basic primary of the Manacal rural school. [Proyecto de investigación]. Repositorio Institucional UNAD. https://repository.unad.edu.co/handle/10596/51419 Barbour, R., & Kitzinger, J. (1998). Developing Focus Group Research. London: Sage. Bezemer, J., & Kress, G. (2016). Multimodality, Learning and Communication: A Social Semiotic Frame. 10.4324/9781315687537. Boyce, C., & Neale, P. (2006). Conducting in-depth interviews: A guide for designing and conducting in-depth interviews for evaluation input (Vol. 2). Watertown, MA: Pathfinder international. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7-74. Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black box: assessment for learning in the classroom. Phi Delta Kappan, 86(1), 8-21. Broadfoot, P. M., Daugherty, R., Gardner, J., Gipps, C. V., Harlen, W., James, M., & Stobart, G. (1999). Assessment for learning: beyond the black box. Cambridge, UK: University of Cambridge School of Education. Broadfoot, P. M., Daugherty, R., Gardner, J., Harlen, W., James, M., & Stobart, G. (2002). Assessment for learning: 10 principles. Cambridge, UK: University of Cambridge School of Education. Coheen, D., & Crabtree B. (2006). Qualitative research guidelines project. http://www.qualres.org/HomeSemi-3629.html Cormane, S. (2021). Vocabulary Learning through Activities Framed within Multimodality. Recovered from: http://hdl.handle.net/20.500.12209/13422. Cowie, B., & Bell, B. (1999). A model of formative assessment in science education. Assessment in Education: Principles Policy and Practice, 6(1), 32-42. Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf, & G. Appel (Eds.), Vygostkian approaches to second language research (pp. 33-56). New Jersey: Ablex. Dunn, K., & Mulvenon, S.(2009). A Critical Review of Research on Formative Assessments: The Limited Scientific Evidence of the Impact of Formative Assessments in Education. Practical Assessment & Research and Evaluation,14 (7): 1-11 Guba, E., & Lincoln, Y. (1994). Paradigmas en pugna en la investigación cualitativa. In N. Denzin, & I. Lincoln, Handbook of Qualitative Research (pp. 105-117). London: Sage. Hammersley, M. (2013). What is Qualitative Research? London and New York: Bloomsburry. Harlen W, & Deakin C. (2002). A systematic review of the impact of summative assessment and tests on students' motivation for learning. In: Research Evidence in Education Library. London: EPPI Centre, Social Science Research Unit, Institute of Education, University of London Kahl, S. (2005) Where in the world are formative tests? Right under your nose! Education Week, 25(4), 11. Kern County Superintendent of Schools. (n. d.). Conducting- Focus-group: a guide to authentic & student-centered data collection for schools. Kern.org. Retrieved March 31, 2025, from http://chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://kern.org/homeless-innovative-programs/wp-content/uploads/sites/51/2023/07/Conducting-Focus-Groups-A-Guide-to-Authentic-Student-Centered-Data-Collection-For-Schools.pdf Krashen, S. (1985). The input hypothesis: Issues and implications. Longman. Legard, R., Keegan, J., & Ward, K. (2003). In-depth interviews. Qualitative research practice: A guide for social science students and researchers, 6(1), 138-169. Lewis, M. (1993), The Lexical Approach, Hove: Language Teaching Publications. Looney, J. (Ed.). (2005). Formative assessment: improving learning in secondary classrooms. Paris, France: Organisation for Economic Cooperation and Development. Nation, I. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University Press. Noble, H., & Heale, R. (2019). Triangulation in the research, with examples. Evidence-Based Nursing, 22(3), 67-68. https://doi.org/10.1136/ebnurs-2019-103145 Ocampo, C. (2019). Enhancing vocabulary learning through two different techniques from a PPP approach.. Retrieved from: http://hdl.handle.net/20.500.12209/10398 Pramesti, I. (2024). Exploring the benefits of formative assessment in the classroom. Esteem Journal of English Education Study Programme. 6. 188-194. 10.31851/esteem.v6i1.16142. Rodríguez, A., & Leguizamón, J. (2015). Formative assessment as a means of encouraging teenagers english language learning. Retrieved from: http://hdl.handle.net/11349/15165. Richards, J., & Renandya, W.(eds.). 2002. Methodology in Language Teaching: An Anthology of. Current Practice. Cambridge: Cambridge University. Seale, C., Silverman, D., Gubrium, J., Gobo, G., & Gubrium, J. (2006). Qualitative Research Practice: Concise Paperback Edition (English Edition) (1st ed.). SAGE Publications Ltd. Schunk, D., & Zimmerman, B. (1997). Social origin of self-regulatory competence. Educational Psychologist - EDUC PSYCHOL. 32. 195-208. 10.1207/s15326985ep3204_1. Shepard, L., Hammerness, K., Darling-Hammond, L., Rust, F., Snowden, J. B., Gordon, E., Gutierrez, C., & Pacheco, A. (2005). Assessment. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: what teachers should learn and be able to do (pp. 275-326). San Francisco, CA: Jossey-Bass. Shing, L., & Rameli, M. (2020). The Influence of Self-Regulation towards Academic Achievement in English among Malaysian Upper Primary Students. Universal Journal of Educational Research, 8, 1-11. Vygotsky, L. (1978). Socio-Cultural Theory. Mind in Society. Viveros, T., Mahecha, J. y Conejo, F. (2022). Self-regulation in learning, motivation and learning environments: Great challenges for learning the English language. Conejo, F. (Eds.) Experiencias aplicadas en autorregulación del aprendizaje: Aspectos metacognitivos para la educación actual. (pp. 157 - 178). Corporación Universitaria Minuto de Dios - UNIMINUTO. Widiastuti, S., & Saukah, A. (2017). FORMATIVE ASSESSMENT IN EFL CLASSROOM PRACTICES. Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni dan Pengajarannya. 45. 050-063. 10.17977/um015v45i12017p050 Zimmerman, B. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice. 41. 64-70. 10.1207/s15430421tip4102_2. Zumbrunn, T., & Roberts. (2011). Encouraging Self-Regulated Learning in the Classroom: a review of the Literature. . Virginia Commonwealth University.
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spelling	Morales Sossa, Ana MilenaCorredor Pabon, Helen ValeriaBogotá, Colombia2025-06-20T15:33:28Z2025-06-20T15:33:28Z2025http://hdl.handle.net/20.500.12209/21193instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Esta investigación-acción examina el rol de la evaluación formativa en el aprendizaje de vocabulario entre estudiantes de inglés como lengua extranjera de tercer grado en el Colegio Magdalena Ortega de Nariño. Analiza las percepciones de los estudiantes sobre las estrategias de evaluación formativa y su impacto en el desarrollo de léxico. Mediante un enfoque cualitativo, se implementaron grupos focales y artefactos para recopilar datos valiosos que evidenciaron el desarrollo de la propuesta pedagógica. Los resultados de la triangulación metodológica revelan que los estudiantes valoran la retroalimentación constructiva como una herramienta de mejora y motivación. La colaboración entre pares surgió como un apoyo clave que fomenta la interacción, el conocimiento compartido y el estímulo emocional. En conclusión, la evaluación formativa puede potenciar la retención de vocabulario implementando retroalimentación centrada en el estudiante y estrategias multimodales, al tiempo que aborda las barreras afectivas.Submitted by Helen Valeria Corredor Pabon (hvcorredorp@upn.edu.co) on 2025-06-07T02:50:29Z No. of bitstreams: 2 Formative assessment.pdf: 785068 bytes, checksum: 3cc0332323671dbc40df8ff4c4e704ad (MD5) Licencia_uso_trabajos.pdf: 10080254 bytes, checksum: 9c41b1e37492762c6e47507baffcf32c (MD5)Rejected by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co), reason: Su envío ha sido rechazado, en tanto falta el punto final en el titulo incluido en la metadata y las palabras claves no pueden ir con coma. Por favor ajustar y volver a enviar. on 2025-06-07T15:19:21Z (GMT)Submitted by Helen Valeria Corredor Pabon (hvcorredorp@upn.edu.co) on 2025-06-07T17:45:36Z No. of bitstreams: 2 Formative assessment.pdf: 785068 bytes, checksum: 3cc0332323671dbc40df8ff4c4e704ad (MD5) Licencia_uso_trabajos.pdf: 10080254 bytes, checksum: 9c41b1e37492762c6e47507baffcf32c (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2025-06-09T02:33:52Z (GMT) No. of bitstreams: 2 Formative assessment.pdf: 785068 bytes, checksum: 3cc0332323671dbc40df8ff4c4e704ad (MD5) Licencia_uso_trabajos.pdf: 10080254 bytes, checksum: 9c41b1e37492762c6e47507baffcf32c (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2025-06-20T15:33:28Z (GMT) No. of bitstreams: 2 Formative assessment.pdf: 785068 bytes, checksum: 3cc0332323671dbc40df8ff4c4e704ad (MD5) Licencia_uso_trabajos.pdf: 10080254 bytes, checksum: 9c41b1e37492762c6e47507baffcf32c (MD5)Made available in DSpace on 2025-06-20T15:33:28Z (GMT). No. of bitstreams: 2 Formative assessment.pdf: 785068 bytes, checksum: 3cc0332323671dbc40df8ff4c4e704ad (MD5) Licencia_uso_trabajos.pdf: 10080254 bytes, checksum: 9c41b1e37492762c6e47507baffcf32c (MD5) Previous issue date: 2025Licenciado en Español y Lenguas ExtranjerasPregradoThis action research examines formative assessment’s role in vocabulary learning among third-grade EFL students at Magdalena Ortega de Nariño School. It analyzes students’ perceptions of formative assessment strategies and their impact on vocabulary development. Using a qualitative approach, focus groups and artifacts were implemented to collect valuable data that evidenced the development of the pedagogical proposal. The results that emerged from the methodological triangulation reveal that students value constructive feedback as a tool for improvement and motivation. Peer collaboration emerged as a key scaffold that supports interaction, shared knowledge, and emotional encouragement. In conclusion, formative assessment can enhance vocabulary retention implementing by student-centered feedback and multimodal strategies while addressing affective barriers.application/pdfengUniversidad Pedagógica NacionalLicenciatura en Español y Lenguas ExtranjerasFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalEvaluación formativaAprendizaje de vocabularioAprendizaje colaborativoAula de inglés como lengua extranjeraFormative assessmentVocabulary learningCollaborative learningEFL classroomFormative assessment in vocabulary learning : insights for the English classroom.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAbrudan, C. (2010). Vocabulary and Language Teaching. Annals of the University of Oradea: Economic Science.Arenas, A. (2022). The formative assessment techniques in the classroom as an English learning strategy in the basic primary of the Manacal rural school. [Proyecto de investigación]. Repositorio Institucional UNAD. https://repository.unad.edu.co/handle/10596/51419Barbour, R., & Kitzinger, J. (1998). Developing Focus Group Research. London: Sage.Bezemer, J., & Kress, G. (2016). Multimodality, Learning and Communication: A Social Semiotic Frame. 10.4324/9781315687537.Boyce, C., & Neale, P. (2006). Conducting in-depth interviews: A guide for designing and conducting in-depth interviews for evaluation input (Vol. 2). Watertown, MA: Pathfinder international.Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7-74.Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black box: assessment for learning in the classroom. Phi Delta Kappan, 86(1), 8-21.Broadfoot, P. M., Daugherty, R., Gardner, J., Gipps, C. V., Harlen, W., James, M., & Stobart, G. (1999). Assessment for learning: beyond the black box. Cambridge, UK: University of Cambridge School of Education.Broadfoot, P. M., Daugherty, R., Gardner, J., Harlen, W., James, M., & Stobart, G. (2002). Assessment for learning: 10 principles. Cambridge, UK: University of Cambridge School of Education.Coheen, D., & Crabtree B. (2006). Qualitative research guidelines project. http://www.qualres.org/HomeSemi-3629.htmlCormane, S. (2021). Vocabulary Learning through Activities Framed within Multimodality. Recovered from: http://hdl.handle.net/20.500.12209/13422.Cowie, B., & Bell, B. (1999). A model of formative assessment in science education. Assessment in Education: Principles Policy and Practice, 6(1), 32-42.Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf, & G. Appel (Eds.), Vygostkian approaches to second language research (pp. 33-56). New Jersey: Ablex.Dunn, K., & Mulvenon, S.(2009). A Critical Review of Research on Formative Assessments: The Limited Scientific Evidence of the Impact of Formative Assessments in Education. Practical Assessment & Research and Evaluation,14 (7): 1-11Guba, E., & Lincoln, Y. (1994). Paradigmas en pugna en la investigación cualitativa. In N. Denzin, & I. Lincoln, Handbook of Qualitative Research (pp. 105-117). London: Sage.Hammersley, M. (2013). What is Qualitative Research? London and New York: Bloomsburry.Harlen W, & Deakin C. (2002). A systematic review of the impact of summative assessment and tests on students' motivation for learning. In: Research Evidence in Education Library. London: EPPI Centre, Social Science Research Unit, Institute of Education, University of LondonKahl, S. (2005) Where in the world are formative tests? Right under your nose! Education Week, 25(4), 11.Kern County Superintendent of Schools. (n. d.). Conducting- Focus-group: a guide to authentic & student-centered data collection for schools. Kern.org. Retrieved March 31, 2025, from http://chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://kern.org/homeless-innovative-programs/wp-content/uploads/sites/51/2023/07/Conducting-Focus-Groups-A-Guide-to-Authentic-Student-Centered-Data-Collection-For-Schools.pdfKrashen, S. (1985). The input hypothesis: Issues and implications. Longman.Legard, R., Keegan, J., & Ward, K. (2003). In-depth interviews. Qualitative research practice: A guide for social science students and researchers, 6(1), 138-169.Lewis, M. (1993), The Lexical Approach, Hove: Language Teaching Publications.Looney, J. (Ed.). (2005). Formative assessment: improving learning in secondary classrooms. Paris, France: Organisation for Economic Cooperation and Development.Nation, I. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University Press.Noble, H., & Heale, R. (2019). Triangulation in the research, with examples. Evidence-Based Nursing, 22(3), 67-68. https://doi.org/10.1136/ebnurs-2019-103145Ocampo, C. (2019). Enhancing vocabulary learning through two different techniques from a PPP approach.. Retrieved from: http://hdl.handle.net/20.500.12209/10398Pramesti, I. (2024). Exploring the benefits of formative assessment in the classroom. Esteem Journal of English Education Study Programme. 6. 188-194. 10.31851/esteem.v6i1.16142.Rodríguez, A., & Leguizamón, J. (2015). Formative assessment as a means of encouraging teenagers english language learning. Retrieved from: http://hdl.handle.net/11349/15165.Richards, J., & Renandya, W.(eds.). 2002. Methodology in Language Teaching: An Anthology of. Current Practice. Cambridge: Cambridge University.Seale, C., Silverman, D., Gubrium, J., Gobo, G., & Gubrium, J. (2006). Qualitative Research Practice: Concise Paperback Edition (English Edition) (1st ed.). SAGE Publications Ltd.Schunk, D., & Zimmerman, B. (1997). Social origin of self-regulatory competence. Educational Psychologist - EDUC PSYCHOL. 32. 195-208. 10.1207/s15326985ep3204_1.Shepard, L., Hammerness, K., Darling-Hammond, L., Rust, F., Snowden, J. B., Gordon, E., Gutierrez, C., & Pacheco, A. (2005). Assessment. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: what teachers should learn and be able to do (pp. 275-326). San Francisco, CA: Jossey-Bass.Shing, L., & Rameli, M. (2020). The Influence of Self-Regulation towards Academic Achievement in English among Malaysian Upper Primary Students. Universal Journal of Educational Research, 8, 1-11.Vygotsky, L. (1978). Socio-Cultural Theory. Mind in Society.Viveros, T., Mahecha, J. y Conejo, F. (2022). Self-regulation in learning, motivation and learning environments: Great challenges for learning the English language. Conejo, F. (Eds.) Experiencias aplicadas en autorregulación del aprendizaje: Aspectos metacognitivos para la educación actual. (pp. 157 - 178). Corporación Universitaria Minuto de Dios - UNIMINUTO.Widiastuti, S., & Saukah, A. (2017). FORMATIVE ASSESSMENT IN EFL CLASSROOM PRACTICES. Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni dan Pengajarannya. 45. 050-063. 10.17977/um015v45i12017p050Zimmerman, B. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice. 41. 64-70. 10.1207/s15430421tip4102_2.Zumbrunn, T., & Roberts. (2011). Encouraging Self-Regulated Learning in the Classroom: a review of the Literature. . 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Formative assessment in vocabulary learning : insights for the English classroom.

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