English Language Assessment: Pre-service Teachers’ Self-Reported Views
Both assessment and the teacher’s role as one of the main assessors of student learning are central components of the English teaching and learning process. This quantitative, non-experimental, and cross-sectional study seeks to explore preservice teachers’ perceived views, skills, and frequent prac...
- Autores:
-
Díaz Larenas, Claudio Heraldo
Ortiz Navarrete, Mabel
Gómez Paniagua, Juan Fernando
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2023
- Institución:
- Tecnológico de Antioquia
- Repositorio:
- Repositorio Tdea
- Idioma:
- eng
- OAI Identifier:
- oai:dspace.tdea.edu.co:tdea/3954
- Acceso en línea:
- https://dspace.tdea.edu.co/handle/tdea/3954
- Palabra clave:
- Language assessment literacy
Alfabetización en evaluación del idioma
Language assessment
Evaluación del idioma
Assessment skills
Habilidades de evaluación
Assessment practices
Prácticas de evaluación
Assessment self-perceived views
Evaluación de opiniones autopercibidas.
Estudiante para profesor
Student teacher
Élève-maître
Aluno professor
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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English Language Assessment: Pre-service Teachers’ Self-Reported Views |
| title |
English Language Assessment: Pre-service Teachers’ Self-Reported Views |
| spellingShingle |
English Language Assessment: Pre-service Teachers’ Self-Reported Views Language assessment literacy Alfabetización en evaluación del idioma Language assessment Evaluación del idioma Assessment skills Habilidades de evaluación Assessment practices Prácticas de evaluación Assessment self-perceived views Evaluación de opiniones autopercibidas. Estudiante para profesor Student teacher Élève-maître Aluno professor |
| title_short |
English Language Assessment: Pre-service Teachers’ Self-Reported Views |
| title_full |
English Language Assessment: Pre-service Teachers’ Self-Reported Views |
| title_fullStr |
English Language Assessment: Pre-service Teachers’ Self-Reported Views |
| title_full_unstemmed |
English Language Assessment: Pre-service Teachers’ Self-Reported Views |
| title_sort |
English Language Assessment: Pre-service Teachers’ Self-Reported Views |
| dc.creator.fl_str_mv |
Díaz Larenas, Claudio Heraldo Ortiz Navarrete, Mabel Gómez Paniagua, Juan Fernando |
| dc.contributor.author.none.fl_str_mv |
Díaz Larenas, Claudio Heraldo Ortiz Navarrete, Mabel Gómez Paniagua, Juan Fernando |
| dc.subject.proposal.none.fl_str_mv |
Language assessment literacy Alfabetización en evaluación del idioma Language assessment Evaluación del idioma Assessment skills Habilidades de evaluación Assessment practices Prácticas de evaluación Assessment self-perceived views Evaluación de opiniones autopercibidas. |
| topic |
Language assessment literacy Alfabetización en evaluación del idioma Language assessment Evaluación del idioma Assessment skills Habilidades de evaluación Assessment practices Prácticas de evaluación Assessment self-perceived views Evaluación de opiniones autopercibidas. Estudiante para profesor Student teacher Élève-maître Aluno professor |
| dc.subject.tee.none.fl_str_mv |
Estudiante para profesor Student teacher Élève-maître Aluno professor |
| description |
Both assessment and the teacher’s role as one of the main assessors of student learning are central components of the English teaching and learning process. This quantitative, non-experimental, and cross-sectional study seeks to explore preservice teachers’ perceived views, skills, and frequent practices towards English language assessment. The sample comprised 257 Chilean pre-service teachers, whose assessment perspectives were collected through three subscales. To analyze the data, mean scores and standard deviations were calculated. Additionally, a ttest was applied to identify statistical differences among participants’ responses, and an exploratory factor analysis was conducted to identify inter-related variables. Findings revealed participants’ views included that more training on assessment was necessary and that the purpose of assessment was monitoring the students’ learning progress. Regarding skills, participants expressed more confidence in formulating true or false items, assigning grades fairly, and providing written feedback. Furthermore, the participants’ most frequent assessment practices dealt with designing evaluations and providing feedback, rather than analyzing and communicating parametric results. The importance of this study lies in the understanding of how pre-service teachers perceived the assessment process and reflected upon their strengths, weaknesses, and assessment practices. Similar studies are encouraged to integrate the views, skills, and practices of in-service teachers of English. Keywords: language assessment literacy, language assessment, assessment skills, assessment practices, assessment self-perceived views |
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2023 |
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2023-10-11T23:00:23Z |
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2023-10-11T23:00:23Z |
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2023 |
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Artículo de revista |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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1308-1470 |
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eng |
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422 |
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4 |
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405 |
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16 |
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International Journal of Instruction |
| dc.relation.references.spa.fl_str_mv |
Alonzo, D., & Teng, S. (2023). Trustworthiness of teacher assessment and decisionmaking: Reframing the consistency and accuracy measures. International Journal of Instruction, 16(3), 1075-1094. https://doi.org/10.29333/iji.2023.16357a Alkharusi, H. (2021). English language teachers’ uses of classroom assessment. Anatolian Journal of Education, 6(1), 103-108. https://doi.org/10.29333/aje.2021.618a Ashraf, H., & Zolfaghari, S. (2018). EFL teachers’ assessment literacy and their reflective teaching. International Journal of Instruction, 11(1), 432-433. https://doi.org/10.12973/iji.2018.11129a Bachman, L., & Damböck, B. (2018). Language assessment for classroom teachers. Oxford: Oxford University press. Brown, H. (2004). Language assessment: Principles and classroom practices. New York: Longman Chit, Y., & Knit, M. (2020). A study of self-perceived assessment skills on basic education school teachers. JISAE (Journal of Indonesian Student Assessment and Evaluation), 6(2), 134-138. https://doi.org/10.21009/jisae.v6i2.15561 Díaz Larenas, C., Tagle Ochoa, T., Ortiz Navarrete, M., & Gómez Paniagua, J. F. (2022). EFL in-service teachers’ self-reported perspectives on English language assessment. Nueva Revista del Pacífico, (76), 40-61. http://www.nuevarevistadelpacifico.cl/index.php/NRP/article/view/243/495 Fitriyah, I., & Jannah, M. (2021). Online assessment effect in EFL classroom: An investigation on students and teachers’ perception. Indonesian Journal of English Language Teaching and Applied Linguistics, 5(2), 265-284. http://dx.doi.org/10.21093/ijeltal.v5i2.709 Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly: An International Journal, 9(2), 113-132. https://doi.org/10.1080/15434303.2011.642041 Giraldo, F. (2021). Language assessment literacy: Insights for educating English language teachers through assessment. HOW Journal, 28(3), 81-88. https://doi.org/10.19183/how.28.3.673 Giraldo, F. (2020). A post-positivist and interpretive approach to researching teachers’ language assessment literacy. Profile: Issues in Teachers’ Professional Development, 22(1), 189-200. https://doi.org/10.15446/profile.v22n1.78188 Giraldo, F., & Murcia, D. (2019). Language assessment literacy and the professional development of pre-service language teachers. Colombian Applied Linguistics Journal, 21(2), 179-195. https://doi.org/10.14483/22487085.14514 Green, A. (2021). Exploring language assessment and testing: Language in action. New York: Routledge Hilden, R., Dragemark Oscarson, A., Yildirim, A., & Fröjdendahl, B. (2022). Swedish and Finnish pre-service teachers’ perceptions of summative assessment practices. Languages, 7(1), 10. https://doi.org/10.3390/languages7010010 Jawhar, S., & Subahi, A. (2020). The impact of specialty, sex, qualification, and experience on teachers’ assessment literacy at Saudi higher education. International Journal of Learning, Teaching and Educational Research, 19(5), 209-2011. https://doi.org/10.26803/ijlter.19.5.12 Liu, J., Johnson, R., & Fan, X. (2016). A comparative study of Chinese and United States pre-service teachers’ perceptions about ethical issues in classroom assessment. Studies in Educational Evaluation, 48, 57-66. https://doi.org/10.1016/j.stueduc.2016.01.002 Mertler, C., & Campbell, C. (2005, April 11-15). Measuring teachers' knowledge and application of classroom assessment concepts: Development of the assessment literacy inventory [Paper presentation]. American Educational Research Association (AERA) Conference 2005, Montreal, Quebec, Canada. https://files.eric.ed.gov/fulltext/ED490355.pdf Mirza, H. (2021). University teachers’ perceptions of online assessment during the Covid-19 pandemic in Lebanon. American Academic & Scholarly Research Journal, 13(1), 11-24 Muhammad, N., Hama, F., & Bardakçı, M. (2019). Iraqi EFL teachers’ assessment literacy: Perceptions and practices. Arab World English Journal (AWEJ), 10(2), 437- 439. http://dx.doi.org/10.2139/ssrn.3418574 Rahmawati, L. E., Suwandi., S., Saddhono, K., & Setiawan, B. (2019). Construction of test instrument to assess foreign student’s competence of Indonesian language through objective test. International Journal of Instruction, 12(4), 35-48. https://doi.org/10.29333/iji.2019.1243a Razavipour, K., Moosavinia, S. R., & Atayi, S. (2018). Construct ambiguity and test difficulty generate negative washback: The case of admission test of English literature to graduate programs in Iran. International Journal of Instruction, 11(4), 717-732. https://doi.org/10.12973/iji.2018.11445a Schelling, N., & DaVia Rubenstein, L. (2021). Elementary teachers’ perceptions of data-driven decision-making. Educational Assessment, Evaluation and Accountability, 33(11), 1-28. https://doi.org/10.1007/s11092-021-09356-w Tsagari, D., & Vogt, K. (2017). Assessment literacy of foreign language teachers around Europe: Research, challenges and future prospects. Papers in Language Testing and Assessment, 6(1), 41-63. Tsagari, D. (2020). Language assessment literacy: From theory to practice. UK: Cambridge Scholars Publishing. Yahiji, K., Otaya, L. G., & Anwar, H. (2019). Assessment Model of Student Field Practice at Faculty of Tarbiyah and Teaching Training in Indonesia: A Reality and Expectation. International Journal of Instruction, 12(1), 251-268. https://doi.org/10.29333/iji.2019.12117a Zhang, Z., & Burry-Stock, J. (2003). Classroom assessment practices and teachers' selfperceived assessment skills. Applied Measurement in Education, 16(4), 323-342. https://doi.org/10.1207/S15324818AME1604_4 |
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Díaz Larenas, Claudio Heraldo16671f1c-bdbb-4123-998d-e63503757663Ortiz Navarrete, Mabelbe798bb9-3923-4cc2-b08c-c7586ef7cce7Gómez Paniagua, Juan Fernando47cc5e49-91ab-44bc-8bd0-372bfd883d122023-10-11T23:00:23Z2023-10-11T23:00:23Z20231694-609xhttps://dspace.tdea.edu.co/handle/tdea/39541308-1470Both assessment and the teacher’s role as one of the main assessors of student learning are central components of the English teaching and learning process. This quantitative, non-experimental, and cross-sectional study seeks to explore preservice teachers’ perceived views, skills, and frequent practices towards English language assessment. The sample comprised 257 Chilean pre-service teachers, whose assessment perspectives were collected through three subscales. To analyze the data, mean scores and standard deviations were calculated. Additionally, a ttest was applied to identify statistical differences among participants’ responses, and an exploratory factor analysis was conducted to identify inter-related variables. Findings revealed participants’ views included that more training on assessment was necessary and that the purpose of assessment was monitoring the students’ learning progress. Regarding skills, participants expressed more confidence in formulating true or false items, assigning grades fairly, and providing written feedback. Furthermore, the participants’ most frequent assessment practices dealt with designing evaluations and providing feedback, rather than analyzing and communicating parametric results. The importance of this study lies in the understanding of how pre-service teachers perceived the assessment process and reflected upon their strengths, weaknesses, and assessment practices. Similar studies are encouraged to integrate the views, skills, and practices of in-service teachers of English. Keywords: language assessment literacy, language assessment, assessment skills, assessment practices, assessment self-perceived views18 páginasapplication/pdfengEskişehir Osmangazi UniversityTurquíahttps://creativecommons.org/licenses/by-nc-nd/4.0/Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://www.e-iji.net/English Language Assessment: Pre-service Teachers’ Self-Reported ViewsArtículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85Chile422440516International Journal of InstructionAlonzo, D., & Teng, S. (2023). Trustworthiness of teacher assessment and decisionmaking: Reframing the consistency and accuracy measures. International Journal of Instruction, 16(3), 1075-1094. https://doi.org/10.29333/iji.2023.16357aAlkharusi, H. (2021). English language teachers’ uses of classroom assessment. Anatolian Journal of Education, 6(1), 103-108. https://doi.org/10.29333/aje.2021.618aAshraf, H., & Zolfaghari, S. (2018). EFL teachers’ assessment literacy and their reflective teaching. International Journal of Instruction, 11(1), 432-433. https://doi.org/10.12973/iji.2018.11129aBachman, L., & Damböck, B. (2018). Language assessment for classroom teachers. Oxford: Oxford University press.Brown, H. (2004). Language assessment: Principles and classroom practices. New York: LongmanChit, Y., & Knit, M. (2020). A study of self-perceived assessment skills on basic education school teachers. JISAE (Journal of Indonesian Student Assessment and Evaluation), 6(2), 134-138. https://doi.org/10.21009/jisae.v6i2.15561Díaz Larenas, C., Tagle Ochoa, T., Ortiz Navarrete, M., & Gómez Paniagua, J. F. (2022). EFL in-service teachers’ self-reported perspectives on English language assessment. Nueva Revista del Pacífico, (76), 40-61. http://www.nuevarevistadelpacifico.cl/index.php/NRP/article/view/243/495Fitriyah, I., & Jannah, M. (2021). Online assessment effect in EFL classroom: An investigation on students and teachers’ perception. Indonesian Journal of English Language Teaching and Applied Linguistics, 5(2), 265-284. http://dx.doi.org/10.21093/ijeltal.v5i2.709Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly: An International Journal, 9(2), 113-132. https://doi.org/10.1080/15434303.2011.642041Giraldo, F. (2021). Language assessment literacy: Insights for educating English language teachers through assessment. HOW Journal, 28(3), 81-88. https://doi.org/10.19183/how.28.3.673Giraldo, F. (2020). A post-positivist and interpretive approach to researching teachers’ language assessment literacy. Profile: Issues in Teachers’ Professional Development, 22(1), 189-200. https://doi.org/10.15446/profile.v22n1.78188Giraldo, F., & Murcia, D. (2019). Language assessment literacy and the professional development of pre-service language teachers. Colombian Applied Linguistics Journal, 21(2), 179-195. https://doi.org/10.14483/22487085.14514Green, A. (2021). Exploring language assessment and testing: Language in action. New York: RoutledgeHilden, R., Dragemark Oscarson, A., Yildirim, A., & Fröjdendahl, B. (2022). Swedish and Finnish pre-service teachers’ perceptions of summative assessment practices. Languages, 7(1), 10. https://doi.org/10.3390/languages7010010Jawhar, S., & Subahi, A. (2020). The impact of specialty, sex, qualification, and experience on teachers’ assessment literacy at Saudi higher education. International Journal of Learning, Teaching and Educational Research, 19(5), 209-2011. https://doi.org/10.26803/ijlter.19.5.12Liu, J., Johnson, R., & Fan, X. (2016). A comparative study of Chinese and United States pre-service teachers’ perceptions about ethical issues in classroom assessment. Studies in Educational Evaluation, 48, 57-66. https://doi.org/10.1016/j.stueduc.2016.01.002Mertler, C., & Campbell, C. (2005, April 11-15). Measuring teachers' knowledge and application of classroom assessment concepts: Development of the assessment literacy inventory [Paper presentation]. American Educational Research Association (AERA) Conference 2005, Montreal, Quebec, Canada. https://files.eric.ed.gov/fulltext/ED490355.pdfMirza, H. (2021). University teachers’ perceptions of online assessment during the Covid-19 pandemic in Lebanon. American Academic & Scholarly Research Journal, 13(1), 11-24Muhammad, N., Hama, F., & Bardakçı, M. (2019). Iraqi EFL teachers’ assessment literacy: Perceptions and practices. Arab World English Journal (AWEJ), 10(2), 437- 439. http://dx.doi.org/10.2139/ssrn.3418574Rahmawati, L. E., Suwandi., S., Saddhono, K., & Setiawan, B. (2019). Construction of test instrument to assess foreign student’s competence of Indonesian language through objective test. International Journal of Instruction, 12(4), 35-48. https://doi.org/10.29333/iji.2019.1243aRazavipour, K., Moosavinia, S. R., & Atayi, S. (2018). Construct ambiguity and test difficulty generate negative washback: The case of admission test of English literature to graduate programs in Iran. International Journal of Instruction, 11(4), 717-732. https://doi.org/10.12973/iji.2018.11445aSchelling, N., & DaVia Rubenstein, L. (2021). Elementary teachers’ perceptions of data-driven decision-making. Educational Assessment, Evaluation and Accountability, 33(11), 1-28. https://doi.org/10.1007/s11092-021-09356-wTsagari, D., & Vogt, K. (2017). Assessment literacy of foreign language teachers around Europe: Research, challenges and future prospects. Papers in Language Testing and Assessment, 6(1), 41-63.Tsagari, D. (2020). Language assessment literacy: From theory to practice. UK: Cambridge Scholars Publishing.Yahiji, K., Otaya, L. G., & Anwar, H. (2019). Assessment Model of Student Field Practice at Faculty of Tarbiyah and Teaching Training in Indonesia: A Reality and Expectation. International Journal of Instruction, 12(1), 251-268. https://doi.org/10.29333/iji.2019.12117aZhang, Z., & Burry-Stock, J. (2003). Classroom assessment practices and teachers' selfperceived assessment skills. Applied Measurement in Education, 16(4), 323-342. https://doi.org/10.1207/S15324818AME1604_4Language assessment literacyAlfabetización en evaluación del idiomaLanguage assessmentEvaluación del idiomaAssessment skillsHabilidades de evaluaciónAssessment practicesPrácticas de evaluaciónAssessment self-perceived viewsEvaluación de opiniones autopercibidas.Estudiante para profesorStudent teacherÉlève-maîtreAluno professorTHUMBNAILEnglish Language Assessment_ Pre-service Teachers' Self-Reported Views.pdf.jpgEnglish Language Assessment_ Pre-service Teachers' Self-Reported Views.pdf.jpgGenerated Thumbnailimage/jpeg11141https://dspace.tdea.edu.co/bitstream/tdea/3954/4/English%20Language%20Assessment_%20Pre-service%20Teachers%27%20Self-Reported%20Views.pdf.jpg7092f8cb5f54d8164053b313ebc26f15MD54open accessTEXTEnglish Language Assessment_ Pre-service Teachers' Self-Reported Views.pdf.txtEnglish Language Assessment_ Pre-service Teachers' Self-Reported Views.pdf.txtExtracted 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 incorporada en las Obras Colectivas.

b.	Distribuir copias o fonogramas de las Obras, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública, incluyéndolas como incorporadas en Obras Colectivas, según corresponda.

c.	Distribuir copias de las Obras Derivadas que se generen, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública.
Los derechos mencionados anteriormente pueden ser ejercidos en todos los medios y formatos, actualmente conocidos o que se inventen en el futuro. Los derechos antes mencionados incluyen el derecho a realizar dichas modificaciones en la medida que sean técnicamente necesarias para ejercer los derechos en otro medio o formatos, pero de otra manera usted no está autorizado para realizar obras derivadas. Todos los derechos no otorgados expresamente por el Licenciante quedan por este medio reservados, incluyendo pero sin limitarse a aquellos que se mencionan en las secciones 4(d) y 4(e).

4. Restricciones.
La licencia otorgada en la anterior Sección 3 está expresamente sujeta y limitada por las siguientes restricciones:

a.	Usted puede distribuir, exhibir públicamente, ejecutar públicamente, o poner a disposición pública la Obra sólo bajo las condiciones de esta Licencia, y Usted debe incluir una copia de esta licencia o del Identificador Universal de Recursos de la misma con cada copia de la Obra que distribuya, exhiba públicamente, ejecute públicamente o ponga a disposición pública. No es posible ofrecer o imponer ninguna condición sobre la Obra que altere o limite las condiciones de esta Licencia o el ejercicio de los derechos de los destinatarios otorgados en este documento. No es posible sublicenciar la Obra. Usted debe mantener intactos todos los avisos que hagan referencia a esta Licencia y a la cláusula de limitación de garantías. Usted no puede distribuir, exhibir públicamente, ejecutar públicamente, o poner a disposición pública la Obra con alguna medida tecnológica que controle el acceso o la utilización de ella de una forma que sea inconsistente con las condiciones de esta Licencia. Lo anterior se aplica a la Obra incorporada a una Obra Colectiva, pero esto no exige que la Obra Colectiva aparte de la obra misma quede sujeta a las condiciones de esta Licencia. Si Usted crea una Obra Colectiva, previo aviso de cualquier Licenciante debe, en la medida de lo posible, eliminar de la Obra Colectiva cualquier referencia a dicho Licenciante o al Autor Original, según lo solicitado por el Licenciante y conforme lo exige la cláusula 4(c).

b.	Usted no puede ejercer ninguno de los derechos que le han sido otorgados en la Sección 3 precedente de modo que estén principalmente destinados o directamente dirigidos a conseguir un provecho comercial o una compensación monetaria privada. El intercambio de la Obra por otras obras protegidas por derechos de autor, ya sea a través de un sistema para compartir archivos digitales (digital file-sharing) o de cualquier otra manera no será considerado como estar destinado principalmente o dirigido directamente a conseguir un provecho comercial o una compensación monetaria privada, siempre que no se realice un pago mediante una compensación monetaria en relación con el intercambio de obras protegidas por el derecho de autor.

c.	Si usted distribuye, exhibe públicamente, ejecuta públicamente o ejecuta públicamente en forma digital la Obra o cualquier Obra Derivada u Obra Colectiva, Usted debe mantener intacta toda la información de derecho de autor de la Obra y proporcionar, de forma razonable según el medio o manera que Usted esté utilizando: (i) el nombre del Autor Original si está provisto (o seudónimo, si fuere aplicable), y/o (ii) el nombre de la parte o las partes que el Autor Original y/o el Licenciante hubieren designado para la atribución (v.g., un instituto patrocinador, editorial, publicación) en la información de los derechos de autor del Licenciante, términos de servicios o de otras formas razonables; el título de la Obra si está provisto; en la medida de lo razonablemente factible y, si está provisto, el Identificador Uniforme de Recursos (Uniform Resource Identifier) que el Licenciante especifica para ser asociado con la Obra, salvo que tal URI no se refiera a la nota sobre los derechos de autor o a la información sobre el licenciamiento de la Obra; y en el caso de una Obra Derivada, atribuir el crédito identificando el uso de la Obra en la Obra Derivada (v.g., "Traducción Francesa de la Obra del Autor Original," o "Guión Cinematográfico basado en la Obra original del Autor Original"). Tal crédito puede ser implementado de cualquier forma razonable; en el caso, sin embargo, de Obras Derivadas u Obras Colectivas, tal crédito aparecerá, como mínimo, donde aparece el crédito de cualquier otro autor comparable y de una manera, al menos, tan destacada como el crédito de otro autor comparable.

d.	Para evitar toda confusión, el Licenciante aclara que, cuando la obra es una composición musical:

i.	Regalías por interpretación y ejecución bajo licencias generales. El Licenciante se reserva el derecho exclusivo de autorizar la ejecución pública o la ejecución pública digital de la obra y de recolectar, sea individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, SAYCO), las regalías por la ejecución pública o por la ejecución pública digital de la obra (por ejemplo Webcast) licenciada bajo licencias generales, si la interpretación o ejecución de la obra está primordialmente orientada por o dirigida a la obtención de una ventaja comercial o una compensación monetaria privada.

ii.	Regalías por Fonogramas. El Licenciante se reserva el derecho exclusivo de recolectar, individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, los consagrados por la SAYCO), una agencia de derechos musicales o algún agente designado, las regalías por cualquier fonograma que Usted cree a partir de la obra (“versión cover”) y distribuya, en los términos del régimen de derechos de autor, si la creación o distribución de esa versión cover está primordialmente destinada o dirigida a obtener una ventaja comercial o una compensación monetaria privada.

e.	Gestión de Derechos de Autor sobre Interpretaciones y Ejecuciones Digitales (WebCasting). Para evitar toda confusión, el Licenciante aclara que, cuando la obra sea un fonograma, el Licenciante se reserva el derecho exclusivo de autorizar la ejecución pública digital de la obra (por ejemplo, webcast) y de recolectar, individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, ACINPRO), las regalías por la ejecución pública digital de la obra (por ejemplo, webcast), sujeta a las disposiciones aplicables del régimen de Derecho de Autor, si esta ejecución pública digital está primordialmente dirigida a obtener una ventaja comercial o una compensación monetaria privada.

5. Representaciones, Garantías y Limitaciones de Responsabilidad.
A MENOS QUE LAS PARTES LO ACORDARAN DE OTRA FORMA POR ESCRITO, EL LICENCIANTE OFRECE LA OBRA (EN EL ESTADO EN EL QUE SE ENCUENTRA) “TAL CUAL”, SIN BRINDAR GARANTÍAS DE CLASE ALGUNA RESPECTO DE LA OBRA, YA SEA EXPRESA, IMPLÍCITA, LEGAL O CUALQUIERA OTRA, INCLUYENDO, SIN LIMITARSE A ELLAS, GARANTÍAS DE TITULARIDAD, COMERCIABILIDAD, ADAPTABILIDAD O ADECUACIÓN A PROPÓSITO DETERMINADO, AUSENCIA DE INFRACCIÓN, DE AUSENCIA DE DEFECTOS LATENTES O DE OTRO TIPO, O LA PRESENCIA O AUSENCIA DE ERRORES, SEAN O NO DESCUBRIBLES (PUEDAN O NO SER ESTOS DESCUBIERTOS). ALGUNAS JURISDICCIONES NO PERMITEN LA EXCLUSIÓN DE GARANTÍAS IMPLÍCITAS, EN CUYO CASO ESTA EXCLUSIÓN PUEDE NO APLICARSE A USTED.

6. Limitación de responsabilidad.
A MENOS QUE LO EXIJA EXPRESAMENTE LA LEY APLICABLE, EL LICENCIANTE NO SERÁ RESPONSABLE ANTE USTED POR DAÑO ALGUNO, SEA POR RESPONSABILIDAD EXTRACONTRACTUAL, PRECONTRACTUAL O CONTRACTUAL, OBJETIVA O SUBJETIVA, SE TRATE DE DAÑOS MORALES O PATRIMONIALES, DIRECTOS O INDIRECTOS, PREVISTOS O IMPREVISTOS PRODUCIDOS POR EL USO DE ESTA LICENCIA O DE LA OBRA, AUN CUANDO EL LICENCIANTE HAYA SIDO ADVERTIDO DE LA POSIBILIDAD DE DICHOS DAÑOS. ALGUNAS LEYES NO PERMITEN LA EXCLUSIÓN DE CIERTA RESPONSABILIDAD, EN CUYO CASO ESTA EXCLUSIÓN PUEDE NO APLICARSE A USTED.

7. Término.

a.	Esta Licencia y los derechos otorgados en virtud de ella terminarán automáticamente si Usted infringe alguna condición establecida en ella. Sin embargo, los individuos o entidades que han recibido Obras Derivadas o Colectivas de Usted de conformidad con esta Licencia, no verán terminadas sus licencias, siempre que estos individuos o entidades sigan cumpliendo íntegramente las condiciones de estas licencias. Las Secciones 1, 2, 5, 6, 7, y 8 subsistirán a cualquier terminación de esta Licencia.

b.	Sujeta a las condiciones y términos anteriores, la licencia otorgada aquí es perpetua (durante el período de vigencia de los derechos de autor de la obra). No obstante lo anterior, el Licenciante se reserva el derecho a publicar y/o estrenar la Obra bajo condiciones de licencia diferentes o a dejar de distribuirla en los términos de esta Licencia en cualquier momento; en el entendido, sin embargo, que esa elección no servirá para revocar esta licencia o que deba ser otorgada , bajo los términos de esta licencia), y esta licencia continuará en pleno vigor y efecto a menos que sea terminada como se expresa atrás. La Licencia revocada continuará siendo plenamente vigente y efectiva si no se le da término en las condiciones indicadas anteriormente.

8. Varios.

a.	Cada vez que Usted distribuya o ponga a disposición pública la Obra o una Obra Colectiva, el Licenciante ofrecerá al destinatario una licencia en los mismos términos y condiciones que la licencia otorgada a Usted bajo esta Licencia.

b.	Si alguna disposición de esta Licencia resulta invalidada o no exigible, según la legislación vigente, esto no afectará ni la validez ni la aplicabilidad del resto de condiciones de esta Licencia y, sin acción adicional por parte de los sujetos de este acuerdo, aquélla se entenderá reformada lo mínimo necesario para hacer que dicha disposición sea válida y exigible.

c.	Ningún término o disposición de esta Licencia se estimará renunciada y ninguna violación de ella será consentida a menos que esa renuncia o consentimiento sea otorgado por escrito y firmado por la parte que renuncie o consienta.

d.	Esta Licencia refleja el acuerdo pleno entre las partes respecto a la Obra aquí licenciada. No hay arreglos, acuerdos o declaraciones respecto a la Obra que no estén especificados en este documento. El Licenciante no se verá limitado por ninguna disposición adicional que pueda surgir en alguna comunicación emanada de Usted. Esta Licencia no puede ser modificada sin el consentimiento mutuo por escrito del Licenciante y Usted.
 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