EFL in-service teachers' self-reported perspectives on English language assessment
The purpose of the following quantitative non-experimental and cross-sectional research study is to examine in-service teachers’ perceived views, skills, and practices towards the assessment of the English language. A sample of 315 in-service Chilean teachers took part in this study and data was col...
- Autores:
-
Díaz Larenas, Claudio Heraldo
Tagle Ochoa, Tania
Ortiz Navarrete, Mabel
Gómez Paniagua, Juan Fernando
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2022
- Institución:
- Tecnológico de Antioquia
- Repositorio:
- Repositorio Tdea
- Idioma:
- eng
- OAI Identifier:
- oai:dspace.tdea.edu.co:tdea/2662
- Acceso en línea:
- https://dspace.tdea.edu.co/handle/tdea/2662
- Palabra clave:
- In-service teachers´ perceptions
Language assessment literacy
English language assessment
Assessment skills
Classroom assessment practices.
Percepciones de los profesores
Alfabetización en evaluación
Evaluación de la lengua inglesa
Habilidades de evaluación
Prácticas de evaluación en el aula
Inglés
English
Docente
Teachers
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc-sa/4.0/
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EFL in-service teachers' self-reported perspectives on English language assessment |
| dc.title.translated.none.fl_str_mv |
Perspectivas autoreportadas de profesores de inglés respecto a la evaluación del idiomage |
| title |
EFL in-service teachers' self-reported perspectives on English language assessment |
| spellingShingle |
EFL in-service teachers' self-reported perspectives on English language assessment In-service teachers´ perceptions Language assessment literacy English language assessment Assessment skills Classroom assessment practices. Percepciones de los profesores Alfabetización en evaluación Evaluación de la lengua inglesa Habilidades de evaluación Prácticas de evaluación en el aula Inglés English Docente Teachers |
| title_short |
EFL in-service teachers' self-reported perspectives on English language assessment |
| title_full |
EFL in-service teachers' self-reported perspectives on English language assessment |
| title_fullStr |
EFL in-service teachers' self-reported perspectives on English language assessment |
| title_full_unstemmed |
EFL in-service teachers' self-reported perspectives on English language assessment |
| title_sort |
EFL in-service teachers' self-reported perspectives on English language assessment |
| dc.creator.fl_str_mv |
Díaz Larenas, Claudio Heraldo Tagle Ochoa, Tania Ortiz Navarrete, Mabel Gómez Paniagua, Juan Fernando |
| dc.contributor.author.none.fl_str_mv |
Díaz Larenas, Claudio Heraldo Tagle Ochoa, Tania Ortiz Navarrete, Mabel Gómez Paniagua, Juan Fernando |
| dc.subject.proposal.none.fl_str_mv |
In-service teachers´ perceptions Language assessment literacy English language assessment Assessment skills Classroom assessment practices. Percepciones de los profesores Alfabetización en evaluación Evaluación de la lengua inglesa Habilidades de evaluación Prácticas de evaluación en el aula |
| topic |
In-service teachers´ perceptions Language assessment literacy English language assessment Assessment skills Classroom assessment practices. Percepciones de los profesores Alfabetización en evaluación Evaluación de la lengua inglesa Habilidades de evaluación Prácticas de evaluación en el aula Inglés English Docente Teachers |
| dc.subject.unesco.none.fl_str_mv |
Inglés English Docente Teachers |
| description |
The purpose of the following quantitative non-experimental and cross-sectional research study is to examine in-service teachers’ perceived views, skills, and practices towards the assessment of the English language. A sample of 315 in-service Chilean teachers took part in this study and data was collected through the Classroom Assessment Practices and Skills (CAPS) scale. Descriptive statistics and exploratory factor analysis were used to analyze the results. Findings indicated that in-service teachers perceived monitoring students´ learning as the purpose of assessment and agreed on the importance of diagnostic exams. Participants also considered making sure tests included all content taught and the use of assessment results for planning, as strong skills. Finally, the in-service teachers´ most frequent practices were associated with the design and feedback of assessment instruments. Keywords: in-service teachers´ perceptions, language assessment literacy, English language assessment, assessment skills, classroom assessment practices |
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2022 |
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2022 |
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2023-03-23T04:20:22Z |
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2023-03-23T04:20:22Z |
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Artículo de revista |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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eng |
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76 |
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Nueva revista del Pacífico |
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Araujo, Noé. “Creencias sobre las pruebas utilizadas para evaluar el aprendizaje del inglés”. Revista Historia de la Educación Colombiana, vol. 20, num. 20, 2017, pp. 91-110. Dialnet, https://dialnet.unirioja.es/servlet/articulo?codigo=6780722 Bachman, Lyle and Barbara Damböck. Language assessment for classroom teachers. Oxford University Press, 2018 Black, Paul and Dylan William. Assessment in education: Principles, policy and practice. Routledge, 1998. ---. “Developing the theory of formative assessment”. Educational Assessment, Evaluation and Accountability, vol. 21, num. 1, 2009, pp. 5–31. APA Psycnet, https://doi.org/10.1007/s11092-008-9068-5. Black, Paul, et al. “Working inside the black box: Assessment for learning in the classroom”. Phi Delta Kappan, vol. 86, num. 1, 2004, pp. 8-21. https://doi.org/10.1177/003172170408600105. Cheng, Liying and Janna Fox. Assessment in the language classroom. Macmillan Education UK, 2017. Davison, Chris and Constant Leung. “Current issues in English language teacher-based Tgassessment”. TESOL Quarterly, vol. 43, num. 3, 2012, pp. 393-415. Wiley Online Library, https://doi.org/10.1002/j.1545-7249.2009.tb00242.x. DeBoer, Mark and Dmitri Leontjev. Assessment and learning in content and language integrated learning (CLIL) classrooms. Springer International Publishing, 2020. De Jesús-García, Raúl. “La evaluación en la enseñanza del inglés como lengua extranjera: hallazgos en la Escuela Normal de Atlacomulco”. Revista de Educación y Desarrollo, vol. 12, num. 32, 2015, pp. 51-58. https://www.imbiomed.com.mx/articulo.php?id=104292. Fulcher, Glenn. “Assessment literacy for the language classroom”. Language Assessment Quarterly, vol. 9, num. 2, 2012, pp. 113-132. Taylor & Francis Online, https://doi.org/10.1080/15434303.2011.642041. Gan, Zhengdong, Jinbo He and Fulan Liu. “Understanding classroom assessment practices and learning motivation in secondary EFL students”. Journal of Asia TEFL, vol. 16, num. 3, pp. 783-800, 2019. http://journal.asiatefl.org/main/main.php?inx_journals=61&inx_contents=718&main=1&sub=3&submode=3&PageMode=JournalView&s_title=Understanding_Classroom_Assessment_Practices_and_Learning_Motivation_in_Secondary_EFL_Students Giraldo, Frank. “A post-positivist and interpretive approach to researching teachers’ language assessment literacy”. Profile: Issues in Teachers’ Professional Development, vol. 22, num. 1, 2020, pp. 189–200. UNAL, https://doi.org/10.15446/profile.v22n1.78188. Hidri, Sahbi. Perspectives on language assessment literacy: Challenges for improved student learning. Routledge, 2020 Lanteigne, Betty, Christine Coombe and James Dean Brown. Challenges in language testing around the world. Springer Nature Singapore Pte Ltd., 2021 López, Alexis and Ricardo Bernal. “Language testing in Colombia: A call for more teacher education and teacher training in language assessment”. Profile: Issues in Teachers’ Professional Development, vol. 11, num. 2, 2009, pp. 55-70. https://revistas.unal.edu.co/index.php/profile/article/view/11442 Ndalichako, Joyce. “Secondary school teachers´ perceptions of assessment”. International Journal of Information and Education Technology, vol. 5, num. 5, 2015, pp. 326-330. http://www.ijiet.org/papers/524-J00009.pdf. Özdemir-Yılmazer, Meryem and Yonca Özkan. “Classroom assessment practices of English language instructors”. Journal of Language and Linguistic Studies, vol. 13, num. 2, 2017, pp. 324-345. https://dergipark.org.tr/en/pub/jlls/issue/36120/405614 Raudiene, Irena. “The expression of learning oriented assessment culture: a qualitative study of teachers’ perceptions about assessment”. Society. Integration. Education. Proceedings of the International Scientific Conference, vol. 2, 2021, pp. 514-524. SIE, http://journals.ru.lv/index.php/SIE/article/view/6231/5086. Saeed, Muhammad, Hafsa Tahir and Iqra Latif. “Teachers’ Perceptions about the Use of Classroom Assessment Techniques in Elementary and Secondary Schools”. Bulletin of Education and Research, vol. 40, num. 1, 2018, pp. 115-130. ERIC, https://eric.ed.gov/?id=EJ1209818 Scriven, Michael. “The methodology of evaluation”. Social Science Education Consortium , num. 110, 1966. ERIC, https://eric.ed.gov/?id=ED01400,1. Zhang, Zhicheng and Judith Burry-Stock. “Classroom assessment practices and teachers' self-perceived assessment skills”. Applied Measurement in Education, vol. 16, num. 4, 2003, pp. 323–342. https://doi.org/10.1207/S15324818AME1604_4 |
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Díaz Larenas, Claudio Heraldo45d468ff-a53d-4625-887b-c00c92c4c745Tagle Ochoa, Tania6585170d-b257-4cc0-9c0b-831a39fdf4d3Ortiz Navarrete, Mabelbe798bb9-3923-4cc2-b08c-c7586ef7cce7Gómez Paniagua, Juan Fernando47cc5e49-91ab-44bc-8bd0-372bfd883d122023-03-23T04:20:22Z2023-03-23T04:20:22Z2022https://dspace.tdea.edu.co/handle/tdea/26620719-5176The purpose of the following quantitative non-experimental and cross-sectional research study is to examine in-service teachers’ perceived views, skills, and practices towards the assessment of the English language. A sample of 315 in-service Chilean teachers took part in this study and data was collected through the Classroom Assessment Practices and Skills (CAPS) scale. Descriptive statistics and exploratory factor analysis were used to analyze the results. Findings indicated that in-service teachers perceived monitoring students´ learning as the purpose of assessment and agreed on the importance of diagnostic exams. Participants also considered making sure tests included all content taught and the use of assessment results for planning, as strong skills. Finally, the in-service teachers´ most frequent practices were associated with the design and feedback of assessment instruments. Keywords: in-service teachers´ perceptions, language assessment literacy, English language assessment, assessment skills, classroom assessment practicesResumen: El siguiente estudio de investigación cuantitativa no experimental y transversal busca examinar las opiniones, habilidades y prácticas percibidas de profesores respecto a la evaluación del idioma inglés. Participaron 315 profesores chilenos, cuyos datos se recogieron usando la escala Classroom Assessment Practices and Skills (CAPS). Se utilizó estadística descriptiva y análisis factorial exploratorio para el análisis de datos. Los resultados indicaron que los profesores percibían el monitoreo del aprendizaje como el propósito de la evaluación y estaban de acuerdo en la importancia de la evaluación diagnóstica. Los participantes también consideraron como fortalezas el asegurarse de que los exámenes incluyeran todo el contenido enseñado y el uso de los resultados de la evaluación para planificación. Por último, las prácticas más frecuentes de los profesores estaban asociadas al diseño y la retroalimentación de los instrumentos de evaluación. Palabras clave: percepciones de los profesores, alfabetización en evaluación, evaluación de la lengua inglesa, habilidades de evaluación, prácticas de evaluación en el aula.22 páginasapplication/pdfengUniversidad de Playa Ancha de Ciencias de la EducaciónChilehttps://creativecommons.org/licenses/by-nc-sa/4.0/Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0719-51762022000100040&lng=es&nrm=iso&tlng=enEFL in-service teachers' self-reported perspectives on English language assessmentPerspectivas autoreportadas de profesores de inglés respecto a la evaluación del idiomageArtículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85chile617640Nueva revista del PacíficoAraujo, Noé. “Creencias sobre las pruebas utilizadas para evaluar el aprendizaje del inglés”. Revista Historia de la Educación Colombiana, vol. 20, num. 20, 2017, pp. 91-110. Dialnet, https://dialnet.unirioja.es/servlet/articulo?codigo=6780722Bachman, Lyle and Barbara Damböck. Language assessment for classroom teachers. Oxford University Press, 2018Black, Paul and Dylan William. Assessment in education: Principles, policy and practice. Routledge, 1998. ---. “Developing the theory of formative assessment”. Educational Assessment, Evaluation and Accountability, vol. 21, num. 1, 2009, pp. 5–31. APA Psycnet, https://doi.org/10.1007/s11092-008-9068-5.Black, Paul, et al. “Working inside the black box: Assessment for learning in the classroom”. Phi Delta Kappan, vol. 86, num. 1, 2004, pp. 8-21. https://doi.org/10.1177/003172170408600105.Cheng, Liying and Janna Fox. Assessment in the language classroom. Macmillan Education UK, 2017.Davison, Chris and Constant Leung. “Current issues in English language teacher-based Tgassessment”. TESOL Quarterly, vol. 43, num. 3, 2012, pp. 393-415. Wiley Online Library, https://doi.org/10.1002/j.1545-7249.2009.tb00242.x.DeBoer, Mark and Dmitri Leontjev. Assessment and learning in content and language integrated learning (CLIL) classrooms. Springer International Publishing, 2020.De Jesús-García, Raúl. “La evaluación en la enseñanza del inglés como lengua extranjera: hallazgos en la Escuela Normal de Atlacomulco”. Revista de Educación y Desarrollo, vol. 12, num. 32, 2015, pp. 51-58. https://www.imbiomed.com.mx/articulo.php?id=104292.Fulcher, Glenn. “Assessment literacy for the language classroom”. Language Assessment Quarterly, vol. 9, num. 2, 2012, pp. 113-132. Taylor & Francis Online, https://doi.org/10.1080/15434303.2011.642041.Gan, Zhengdong, Jinbo He and Fulan Liu. “Understanding classroom assessment practices and learning motivation in secondary EFL students”. Journal of Asia TEFL, vol. 16, num. 3, pp. 783-800, 2019. http://journal.asiatefl.org/main/main.php?inx_journals=61&inx_contents=718&main=1&sub=3&submode=3&PageMode=JournalView&s_title=Understanding_Classroom_Assessment_Practices_and_Learning_Motivation_in_Secondary_EFL_StudentsGiraldo, Frank. “A post-positivist and interpretive approach to researching teachers’ language assessment literacy”. Profile: Issues in Teachers’ Professional Development, vol. 22, num. 1, 2020, pp. 189–200. UNAL, https://doi.org/10.15446/profile.v22n1.78188.Hidri, Sahbi. Perspectives on language assessment literacy: Challenges for improved student learning. Routledge, 2020Lanteigne, Betty, Christine Coombe and James Dean Brown. Challenges in language testing around the world. Springer Nature Singapore Pte Ltd., 2021López, Alexis and Ricardo Bernal. “Language testing in Colombia: A call for more teacher education and teacher training in language assessment”. Profile: Issues in Teachers’ Professional Development, vol. 11, num. 2, 2009, pp. 55-70. https://revistas.unal.edu.co/index.php/profile/article/view/11442Ndalichako, Joyce. “Secondary school teachers´ perceptions of assessment”. International Journal of Information and Education Technology, vol. 5, num. 5, 2015, pp. 326-330. http://www.ijiet.org/papers/524-J00009.pdf.Özdemir-Yılmazer, Meryem and Yonca Özkan. “Classroom assessment practices of English language instructors”. Journal of Language and Linguistic Studies, vol. 13, num. 2, 2017, pp. 324-345. https://dergipark.org.tr/en/pub/jlls/issue/36120/405614Raudiene, Irena. “The expression of learning oriented assessment culture: a qualitative study of teachers’ perceptions about assessment”. Society. Integration. Education. Proceedings of the International Scientific Conference, vol. 2, 2021, pp. 514-524. SIE, http://journals.ru.lv/index.php/SIE/article/view/6231/5086.Saeed, Muhammad, Hafsa Tahir and Iqra Latif. “Teachers’ Perceptions about the Use of Classroom Assessment Techniques in Elementary and Secondary Schools”. Bulletin of Education and Research, vol. 40, num. 1, 2018, pp. 115-130. ERIC, https://eric.ed.gov/?id=EJ1209818Scriven, Michael. “The methodology of evaluation”. Social Science Education Consortium , num. 110, 1966. ERIC, https://eric.ed.gov/?id=ED01400,1.Zhang, Zhicheng and Judith Burry-Stock. “Classroom assessment practices and teachers' self-perceived assessment skills”. Applied Measurement in Education, vol. 16, num. 4, 2003, pp. 323–342. https://doi.org/10.1207/S15324818AME1604_4In-service teachers´ perceptionsLanguage assessment literacyEnglish language assessmentAssessment skillsClassroom assessment practices.Percepciones de los profesoresAlfabetización en evaluaciónEvaluación de la lengua inglesaHabilidades de evaluaciónPrácticas de evaluación en el aulaInglésEnglishDocenteTeachersTHUMBNAILEFL IN-SERVICE TEACHERS’ SELF-REPORTED PERSPECTIVES ON.pdf.jpgEFL IN-SERVICE TEACHERS’ SELF-REPORTED PERSPECTIVES ON.pdf.jpgGenerated Thumbnailimage/jpeg13219https://dspace.tdea.edu.co/bitstream/tdea/2662/4/EFL%20IN-SERVICE%20TEACHERS%e2%80%99%20SELF-REPORTED%20PERSPECTIVES%20ON.pdf.jpg69ec8c79bb899cf0b19ffd4a3d04d6c2MD54open accessTEXTEFL IN-SERVICE TEACHERS’ SELF-REPORTED PERSPECTIVES ON.pdf.txtEFL IN-SERVICE TEACHERS’ SELF-REPORTED PERSPECTIVES ON.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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