Analysis of assessment transformation mediated by ICTs and its effects on English language teaching during the Covid-19 Pandemic in a specific bilingual school context.

El presente estudio mostró los cambios evaluativos emergentes derivados de la pandemia de COVID-19 en el contexto de un ambiente de aprendizaje bilingüe de un colegio privado enfocado en seis concepciones docentes extraídas de entrevistas semiestructuradas y rúbricas de observación en un estudio de...

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Autores:: Mora, Camilo Esneider
Sáenz Clavijo, Blanca Milena
Trujillo Morales, Gladys Johana

Tipo de recurso:: Masters Thesis

Fecha de publicación:: 2023

Institución:: Universidad Santo Tomás

Repositorio:: Repositorio Institucional USTA

Idioma:: spa

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dc.title.spa.fl_str_mv	Analysis of assessment transformation mediated by ICTs and its effects on English language teaching during the Covid-19 Pandemic in a specific bilingual school context.
title	Analysis of assessment transformation mediated by ICTs and its effects on English language teaching during the Covid-19 Pandemic in a specific bilingual school context.
spellingShingle	Analysis of assessment transformation mediated by ICTs and its effects on English language teaching during the Covid-19 Pandemic in a specific bilingual school context. assessment ICTs feedback language learning environment Ambientes Bilingües de aprendizaje Aprendizaje - Enseñanza TIC evaluación TICs retroalimentación ambientes de aprendizaje de lengua
title_short	Analysis of assessment transformation mediated by ICTs and its effects on English language teaching during the Covid-19 Pandemic in a specific bilingual school context.
title_full	Analysis of assessment transformation mediated by ICTs and its effects on English language teaching during the Covid-19 Pandemic in a specific bilingual school context.
title_fullStr	Analysis of assessment transformation mediated by ICTs and its effects on English language teaching during the Covid-19 Pandemic in a specific bilingual school context.
title_full_unstemmed	Analysis of assessment transformation mediated by ICTs and its effects on English language teaching during the Covid-19 Pandemic in a specific bilingual school context.
title_sort	Analysis of assessment transformation mediated by ICTs and its effects on English language teaching during the Covid-19 Pandemic in a specific bilingual school context.
dc.creator.fl_str_mv	Mora, Camilo Esneider Sáenz Clavijo, Blanca Milena Trujillo Morales, Gladys Johana
dc.contributor.advisor.none.fl_str_mv	Lopez Urbina, Johanna Patricia
dc.contributor.author.none.fl_str_mv	Mora, Camilo Esneider Sáenz Clavijo, Blanca Milena Trujillo Morales, Gladys Johana
dc.contributor.orcid.spa.fl_str_mv	https://orcid.org/0000-0002-1293-8042 https://orcid.org/0000-0003-2356-9729 https://orcid.org/0000-0001-7358-0315 https://orcid.org/0000-0002-7158-116X
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dc.contributor.corporatename.spa.fl_str_mv	Universidad Santo Tomás
dc.subject.keyword.spa.fl_str_mv	assessment ICTs feedback language learning environment
topic	assessment ICTs feedback language learning environment Ambientes Bilingües de aprendizaje Aprendizaje - Enseñanza TIC evaluación TICs retroalimentación ambientes de aprendizaje de lengua
dc.subject.lemb.spa.fl_str_mv	Ambientes Bilingües de aprendizaje Aprendizaje - Enseñanza TIC
dc.subject.proposal.spa.fl_str_mv	evaluación TICs retroalimentación ambientes de aprendizaje de lengua
description	El presente estudio mostró los cambios evaluativos emergentes derivados de la pandemia de COVID-19 en el contexto de un ambiente de aprendizaje bilingüe de un colegio privado enfocado en seis concepciones docentes extraídas de entrevistas semiestructuradas y rúbricas de observación en un estudio de caso cualitativo. Estas prácticas de evaluación se presentan como ventajosas para generar estrategias para llevar a cabo procesos de enseñanza y aprendizaje mediados por tecnología y utilizando aplicaciones web, herramientas digitales y sistemas de gestión de aprendizaje para transformar la evaluación, resigniﬁcar las prácticas de los docentes y cuántas de esas prácticas permanecen en la realidad actual de las clases de idiomas. Además, el creciente uso de las TIC durante y después de la pandemia, ha apoyado los procesos de evaluación al brindar instrumentos útiles para implementar nuevas alternativas y adaptarse a las necesidades actuales de los estudiantes en términos de retroalimentación y también de seguimiento.
publishDate	2023
dc.date.accessioned.none.fl_str_mv	2023-01-18T16:58:27Z
dc.date.available.none.fl_str_mv	2023-01-18T16:58:27Z
dc.date.issued.none.fl_str_mv	2023-01-18
dc.type.none.fl_str_mv	master thesis
dc.type.local.spa.fl_str_mv	Tesis de maestría
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dc.identifier.citation.spa.fl_str_mv	Mora Camilo, Sáenz Blanca, y Trujillo Gladys. (2022). Analysis of assessment transformation mediated by ICTs and its effects on English language teaching during the Covid-19 Pandemic in a specific bilingual school context. [Universidad Santo Tomás, Universidad Santo Tomás]. Repositorio Institucional. .
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identifier_str_mv	Mora Camilo, Sáenz Blanca, y Trujillo Gladys. (2022). Analysis of assessment transformation mediated by ICTs and its effects on English language teaching during the Covid-19 Pandemic in a specific bilingual school context. [Universidad Santo Tomás, Universidad Santo Tomás]. Repositorio Institucional. . reponame:Repositorio Institucional Universidad Santo Tomás instname:Universidad Santo Tomás repourl:https://repository.usta.edu.co
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dc.relation.references.spa.fl_str_mv	Andriivna, B. O., Vasylivna, K. O., Pavlivna, K. O., & Mykhaylivna, S. V. (2020). Using distance EdTech for remote foreign language teaching during the COVID-19 lockdown in Ukraine. Arab World English Journal: Special Issue on English in Ukrainian Context, 4–15. Basri, N. (2022). Students’ learning performance with traditional assessment and portfolio assessment in English class. In the National Seminar of Pendidikan Bahasa Inggris (English Language Education) (Pp. 245-251). Blundell, C. (2021). Teacher use of digital technologies for school-based assessment: a scoping review. Assessment in Education: Principles, Policy & Practice, 28:3, 279-300, DOI: 10.1080/0969594X.2021.1929828 Brown, J. (2020). English Teaching and the use of ICT: English teachers’ experiences of the use of ICT during the corona pandemic. Umea University. https://www.diva-portal.org/smash/get/diva2:1530751/FULLTEXT01.pdf Creswell, J. (2014). Research Design Qualitative, Quantitative and Mixed Methods Approaches. (4th ed. p. 32, 232). Thousand Oaks, California: SAGE Publications. Çiftçi, E., & Savaş, P. (2018). The role of telecollaboration in language and intercultural learning: A synthesis of studies published between 2010 and 2015. ReCALL, 30(3), 278-298. doi:10.1017/S0958344017000313 Dawadi, Saraswati. (2020). Thematic Analysis Approach: A Step-by-Step Guide for ELT Research Practitioners. Journal of NELTA. 1. 71. Dedja, M. (2015). ICT in Foreign Language Teaching and Learning: Benefits and Challenges. European Journal of Language and Literature, 1(2), 42–47. https://doi.org/10.26417/ejls.v2i1.p42-47 Díaz, A et al. (2021). The Education System of Colombia. In: Jornitz, S., Parreira do Amaral, M. (eds) The Education Systems of the Americas. Global Education Systems. Springer, Cham. https://doi-org.crai-ustadigital.usantotomas.edu.co/10.1007/978-3-030-41651-5_5 Fitri, Y., & Putro, N. H. (2021, March). EFL teachers’ perception of the effectiveness of ICT-ELT integration during the COVID-19 pandemic. In International Conference on Educational Sciences and Teacher Profession (ICETeP 2020) (pp. 502-508). Atlantis Press. Gambo, Y., & Shakir, M.Z. Review on self-regulated learning in smart learning environments. Smart Learn. Environ. 8, 12 (2021). https://doi.org/10.1186/s40561-021-00157- Ghanbari, N., & Nowroozi, S. (2021). The practice of online assessment in an EFL context amidst COVID-19 pandemic: views from teachers. Lang Test Asia 11, 27. https://doi-org.crai-ustadigital.usantotomas.edu.co/10.1186/s40468-021-00143-4 Kitchen, H et al. (2019), OECD Reviews of Evaluation and Assessment in Education: students assessment in Turkey, OECD Reviews of Evaluation and Assessment in Education, OECD Publishing, Paris, https://doi.org/10.1787/5edc0abe-en Klenowski, V., & Wyatt-Smith, C. (2013). Assessment for education: Standards, judgment, and moderation. Sage. Lapan, S. et.al (2012), Qualitative Research: an introduction to methods and designs. Jossey Bass publishing.1st ed. McMillan, J. H. (2013). Why we need research on classroom assessment. In McMillan, J. H. (Ed.), SAGE handbook of research on classroom assessment (pp. 3–16). SAGE Publications. http://dx.doi.org.crai-ustadigital.usantotomas.edu.co/10.4135/9781452218649 Meccawy, Z., Meccawy, M. & Alsobhi, A. Assessment in ‘survival mode’: student and faculty perceptions of online assessment practices in HE during Covid-19 pandemic. Int J Educ Integr 17, 16 (2021). https://doi-org.crai-ustadigital.usantotomas.edu.co/10.1007/s40979-021-00083-9 Polisca, E., Stollhans, S., Bardot, R., & Rollet, C. (2022). How Covid-19 has changed language assessments in higher education: a practitioners’ view. In C. Hampton & S. Salin (Eds), Innovative language teaching and learning at university: facilitating transition from and to higher education (pp. 81-91). Research-publishing.net. https://doi.org/10.14705/rpnet.2022.56.1375 Rashid, A. (2014). Teachers’ Perceptions towards Virtual Learning Environment. https://www.sciencedirect.com/science/article/pii/S0191491X1100014 Rodríguez, S., & Araque, D. (2019). Maestría en Ambientes Bilingües de Aprendizaje, estudio de pertinencia. DOI https://doi.org/10.15332/dt.inv.2021.01748 Scott D. (2017) Learning Environments. In: Education Systems and Learners. Palgrave Macmillan, London. https://doi-org.crai-ustadigital.usantotomas.edu.co/10.1057/978-1-137-59884-4_4 Shanks, G. & Bekmamedova, N. (2018). Case study research in information systems. In Williamson, K. & Johanson, G. (Eds.) Research methods: information, systems, and contexts (2 ed., pp. 193-208) Chandos Publishing. doi:10.1016/B978-0-08-102220-7.00007-8 Sepulveda-Escobar, P., & Morrison, A. (2020). Online teaching placement during the COVID-19 pandemic in Chile: Challenges and opportunities. European Journal of Teacher Education, 43(4), 587–607. https://doi.org/10.1080/02619768.2020.1820981
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spelling	Lopez Urbina, Johanna PatriciaMora, Camilo EsneiderSáenz Clavijo, Blanca MilenaTrujillo Morales, Gladys Johanahttps://orcid.org/0000-0002-1293-8042https://orcid.org/0000-0003-2356-9729https://orcid.org/0000-0001-7358-0315https://orcid.org/0000-0002-7158-116Xhttps://scholar.google.com/citations?hl=es&user=NJSBNuoAAAAJhttps://scholar.google.com/citations?hl=es&user=iD94AJwAAAAJhttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000121541https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001934919https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001874034https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001932480Universidad Santo Tomás2023-01-18T16:58:27Z2023-01-18T16:58:27Z2023-01-18Mora Camilo, Sáenz Blanca, y Trujillo Gladys. (2022). Analysis of assessment transformation mediated by ICTs and its effects on English language teaching during the Covid-19 Pandemic in a specific bilingual school context. [Universidad Santo Tomás, Universidad Santo Tomás]. Repositorio Institucional. .http://hdl.handle.net/11634/48615reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coEl presente estudio mostró los cambios evaluativos emergentes derivados de la pandemia de COVID-19 en el contexto de un ambiente de aprendizaje bilingüe de un colegio privado enfocado en seis concepciones docentes extraídas de entrevistas semiestructuradas y rúbricas de observación en un estudio de caso cualitativo. Estas prácticas de evaluación se presentan como ventajosas para generar estrategias para llevar a cabo procesos de enseñanza y aprendizaje mediados por tecnología y utilizando aplicaciones web, herramientas digitales y sistemas de gestión de aprendizaje para transformar la evaluación, resigniﬁcar las prácticas de los docentes y cuántas de esas prácticas permanecen en la realidad actual de las clases de idiomas. Además, el creciente uso de las TIC durante y después de la pandemia, ha apoyado los procesos de evaluación al brindar instrumentos útiles para implementar nuevas alternativas y adaptarse a las necesidades actuales de los estudiantes en términos de retroalimentación y también de seguimiento.The present study showed the emerging assessment changes derived from the COVID-19 pandemic in the context of a bilingual learning environment of a private school focused on six teachers' conceptions taken from semi structured interviews and observation rubrics in a qualitative case study. These assessment practices are presented as advantageous to generate strategies to carry out learning and teaching processes mediated by technology and using web apps, digital tools and learning management systems to transform assessment and to re-signify teachers’ practices and how many of those practices remain in the current reality of language classes. Besides, the increasing use of ICTs during the pandemic time and after, has supported assessment processes by providing useful instruments to implement new alternatives and to adapt to current students’ necessities in terms of feedback and also monitoring.Magíster en EducaciónMaestríaapplication/pdfspaUniversidad Santo TomásMaestría EducaciónFacultad EducaciónAtribución-NoComercial-SinDerivadas 2.5 Colombiahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Abierto (Texto Completo)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Analysis of assessment transformation mediated by ICTs and its effects on English language teaching during the Covid-19 Pandemic in a specific bilingual school context.master thesisTesis de maestríainfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_bdccinfo:eu-repo/semantics/masterThesisassessmentICTsfeedbacklanguage learning environmentAmbientes Bilingües de aprendizajeAprendizaje - EnseñanzaTICevaluaciónTICsretroalimentaciónambientes de aprendizaje de lenguaCRAI-USTA BogotáAndriivna, B. O., Vasylivna, K. O., Pavlivna, K. O., & Mykhaylivna, S. V. (2020). Using distance EdTech for remote foreign language teaching during the COVID-19 lockdown in Ukraine. Arab World English Journal: Special Issue on English in Ukrainian Context, 4–15.Basri, N. (2022). Students’ learning performance with traditional assessment and portfolio assessment in English class. In the National Seminar of Pendidikan Bahasa Inggris (English Language Education) (Pp. 245-251).Blundell, C. (2021). Teacher use of digital technologies for school-based assessment: a scoping review. Assessment in Education: Principles, Policy & Practice, 28:3, 279-300, DOI: 10.1080/0969594X.2021.1929828Brown, J. (2020). English Teaching and the use of ICT: English teachers’ experiences of the use of ICT during the corona pandemic. Umea University. https://www.diva-portal.org/smash/get/diva2:1530751/FULLTEXT01.pdfCreswell, J. (2014). Research Design Qualitative, Quantitative and Mixed Methods Approaches. (4th ed. p. 32, 232). Thousand Oaks, California: SAGE Publications.Çiftçi, E., & Savaş, P. (2018). The role of telecollaboration in language and intercultural learning: A synthesis of studies published between 2010 and 2015. ReCALL, 30(3), 278-298. doi:10.1017/S0958344017000313Dawadi, Saraswati. (2020). Thematic Analysis Approach: A Step-by-Step Guide for ELT Research Practitioners. Journal of NELTA. 1. 71.Dedja, M. (2015). ICT in Foreign Language Teaching and Learning: Benefits and Challenges. European Journal of Language and Literature, 1(2), 42–47. https://doi.org/10.26417/ejls.v2i1.p42-47Díaz, A et al. (2021). The Education System of Colombia. In: Jornitz, S., Parreira do Amaral, M. (eds) The Education Systems of the Americas. Global Education Systems. Springer, Cham. https://doi-org.crai-ustadigital.usantotomas.edu.co/10.1007/978-3-030-41651-5_5Fitri, Y., & Putro, N. H. (2021, March). EFL teachers’ perception of the effectiveness of ICT-ELT integration during the COVID-19 pandemic. In International Conference on Educational Sciences and Teacher Profession (ICETeP 2020) (pp. 502-508). Atlantis Press.Gambo, Y., & Shakir, M.Z. Review on self-regulated learning in smart learning environments. Smart Learn. Environ. 8, 12 (2021). https://doi.org/10.1186/s40561-021-00157-Ghanbari, N., & Nowroozi, S. (2021). The practice of online assessment in an EFL context amidst COVID-19 pandemic: views from teachers. Lang Test Asia 11, 27. https://doi-org.crai-ustadigital.usantotomas.edu.co/10.1186/s40468-021-00143-4Kitchen, H et al. (2019), OECD Reviews of Evaluation and Assessment in Education: students assessment in Turkey, OECD Reviews of Evaluation and Assessment in Education, OECD Publishing, Paris, https://doi.org/10.1787/5edc0abe-en Klenowski, V., & Wyatt-Smith, C. (2013). Assessment for education: Standards, judgment, and moderation. Sage.Lapan, S. et.al (2012), Qualitative Research: an introduction to methods and designs. Jossey Bass publishing.1st ed.McMillan, J. H. (2013). Why we need research on classroom assessment. In McMillan, J. H. (Ed.), SAGE handbook of research on classroom assessment (pp. 3–16). SAGE Publications. http://dx.doi.org.crai-ustadigital.usantotomas.edu.co/10.4135/9781452218649Meccawy, Z., Meccawy, M. & Alsobhi, A. Assessment in ‘survival mode’: student and faculty perceptions of online assessment practices in HE during Covid-19 pandemic. Int J Educ Integr 17, 16 (2021). https://doi-org.crai-ustadigital.usantotomas.edu.co/10.1007/s40979-021-00083-9Polisca, E., Stollhans, S., Bardot, R., & Rollet, C. (2022). How Covid-19 has changed language assessments in higher education: a practitioners’ view. In C. Hampton & S. Salin (Eds), Innovative language teaching and learning at university: facilitating transition from and to higher education (pp. 81-91). Research-publishing.net. https://doi.org/10.14705/rpnet.2022.56.1375Rashid, A. (2014). Teachers’ Perceptions towards Virtual Learning Environment. https://www.sciencedirect.com/science/article/pii/S0191491X1100014Rodríguez, S., & Araque, D. (2019). Maestría en Ambientes Bilingües de Aprendizaje, estudio de pertinencia. DOI https://doi.org/10.15332/dt.inv.2021.01748 Scott D. (2017) Learning Environments. In: Education Systems and Learners. Palgrave Macmillan, London. https://doi-org.crai-ustadigital.usantotomas.edu.co/10.1057/978-1-137-59884-4_4Shanks, G. & Bekmamedova, N. (2018). Case study research in information systems. In Williamson, K. & Johanson, G. (Eds.) Research methods: information, systems, and contexts (2 ed., pp. 193-208) Chandos Publishing. doi:10.1016/B978-0-08-102220-7.00007-8Sepulveda-Escobar, P., & Morrison, A. (2020). Online teaching placement during the COVID-19 pandemic in Chile: Challenges and opportunities. European Journal of Teacher Education, 43(4), 587–607. https://doi.org/10.1080/02619768.2020.1820981THUMBNAIL2023gladystrujillo.pdf.jpg2023gladystrujillo.pdf.jpgIM Thumbnailimage/jpeg7871https://repository.usta.edu.co/bitstream/11634/48615/9/2023gladystrujillo.pdf.jpg71bca95fc161bc511a26fff386d5bac0MD59open accesscartaaprobaciónfacultad.pdf.jpgcartaaprobaciónfacultad.pdf.jpgIM Thumbnailimage/jpeg6264https://repository.usta.edu.co/bitstream/11634/48615/10/cartaaprobaci%c3%b3nfacultad.pdf.jpg5bfeb83a2bc99841c9ae6a02c03998b5MD510open accesscartaautorizaciónautor.pdf.jpgcartaautorizaciónautor.pdf.jpgIM Thumbnailimage/jpeg8714https://repository.usta.edu.co/bitstream/11634/48615/11/cartaautorizaci%c3%b3nautor.pdf.jpg53def9e3f1b9ecdeb6fd38d03974e30aMD511open accessORIGINAL2023gladystrujillo.pdf2023gladystrujillo.pdfTrabajo de gradoapplication/pdf1641612https://repository.usta.edu.co/bitstream/11634/48615/4/2023gladystrujillo.pdff9d4a6ca64f24cfc195b96066dc99d5fMD54open accesscartaaprobaciónfacultad.pdfcartaaprobaciónfacultad.pdfCarta de aprobación de facultadapplication/pdf111727https://repository.usta.edu.co/bitstream/11634/48615/5/cartaaprobaci%c3%b3nfacultad.pdf95259e0dee245e8eba1fb42c865ecc37MD55metadata only accesscartaautorizaciónautor.pdfcartaautorizaciónautor.pdfCarta autorización autorapplication/pdf272654https://repository.usta.edu.co/bitstream/11634/48615/6/cartaautorizaci%c3%b3nautor.pdfea587b32dca1ed87986f60cf093af5dfMD56metadata only accessCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repository.usta.edu.co/bitstream/11634/48615/7/license_rdf217700a34da79ed616c2feb68d4c5e06MD57open accessLICENSElicense.txtlicense.txttext/plain; charset=utf-8807https://repository.usta.edu.co/bitstream/11634/48615/8/license.txtaedeaf396fcd827b537c73d23464fc27MD58open access11634/48615oai:repository.usta.edu.co:11634/486152023-07-19 17:05:42.494open accessRepositorio Universidad Santo Tomásnoreply@usta.edu.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

Analysis of assessment transformation mediated by ICTs and its effects on English language teaching during the Covid-19 Pandemic in a specific bilingual school context.

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