Analysis of Assessment Instruments Used in Foreign Language Teaching
ABSTRACT: This article presents partial results of a research project on foreign language teachers’ discourse and practices with respect to assessment, the aim of which is to improve teachers’ assessment practices. The study, conducted in two Colombian universities, has various components: analysis...
- Autores:
-
Frodden Armstrong, Maria Cristina
Restrepo Marín, María Isabel
Maturana Patarroyo, Liliana
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2004
- Institución:
- Universidad de Antioquia
- Repositorio:
- Repositorio UdeA
- Idioma:
- eng
- OAI Identifier:
- oai:bibliotecadigital.udea.edu.co:10495/14165
- Acceso en línea:
- http://hdl.handle.net/10495/14165
- Palabra clave:
- Método de evaluación
Evaluation methods
Lengua extranjera
Foreign languages
Enseñanza de idiomas
Language instruction
Práctica pedagógica
Teaching practice
Evaluación del estudiante
Student evaluation
Test
Pruebas
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- Rights
- openAccess
- License
- Atribución-NoComercial-CompartirIgual 2.5 Colombia (CC BY-NC-SA 2.5 CO)
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Analysis of Assessment Instruments Used in Foreign Language Teaching |
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Analysis of Assessment Instruments Used in Foreign Language Teaching |
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Analysis of Assessment Instruments Used in Foreign Language Teaching Método de evaluación Evaluation methods Lengua extranjera Foreign languages Enseñanza de idiomas Language instruction Práctica pedagógica Teaching practice Evaluación del estudiante Student evaluation Test Pruebas http://vocabularies.unesco.org/thesaurus/concept14127 http://vocabularies.unesco.org/thesaurus/concept10507 http://vocabularies.unesco.org/thesaurus/concept3937 http://vocabularies.unesco.org/thesaurus/concept59 http://vocabularies.unesco.org/thesaurus/concept1050 |
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Analysis of Assessment Instruments Used in Foreign Language Teaching |
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Analysis of Assessment Instruments Used in Foreign Language Teaching |
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Analysis of Assessment Instruments Used in Foreign Language Teaching |
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Analysis of Assessment Instruments Used in Foreign Language Teaching |
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Analysis of Assessment Instruments Used in Foreign Language Teaching |
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Frodden Armstrong, Maria Cristina Restrepo Marín, María Isabel Maturana Patarroyo, Liliana |
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Frodden Armstrong, Maria Cristina Restrepo Marín, María Isabel Maturana Patarroyo, Liliana |
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Método de evaluación Evaluation methods Lengua extranjera Foreign languages Enseñanza de idiomas Language instruction Práctica pedagógica Teaching practice Evaluación del estudiante Student evaluation |
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Método de evaluación Evaluation methods Lengua extranjera Foreign languages Enseñanza de idiomas Language instruction Práctica pedagógica Teaching practice Evaluación del estudiante Student evaluation Test Pruebas http://vocabularies.unesco.org/thesaurus/concept14127 http://vocabularies.unesco.org/thesaurus/concept10507 http://vocabularies.unesco.org/thesaurus/concept3937 http://vocabularies.unesco.org/thesaurus/concept59 http://vocabularies.unesco.org/thesaurus/concept1050 |
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Test Pruebas |
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ABSTRACT: This article presents partial results of a research project on foreign language teachers’ discourse and practices with respect to assessment, the aim of which is to improve teachers’ assessment practices. The study, conducted in two Colombian universities, has various components: analysis of documents interviews with teachers and students, and workshops with participating teachers in order to qualify them and agree on an improved assessment system. In this report we discuss the analysis made of tests, grids, registers, and forms and other kinds of instruments that teachers use to assess their students. For the analysis of instruments we used an inductive-deductive procedure whereby categories emerging from a first analysis of instruments were then refined by comparing them to those proposed by Bachman and Palmer (1996) and other authors. In general, teachers seem to prefer “hard” over “soft” types of assessment. Moreover, the qualities of assessment on which they seem to rely the most are practicality and reliability; and the ones least taken into consideration are authenticity and interactivity. |
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2004 |
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2004 |
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2020-05-05T19:00:33Z |
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Íkala |
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Medellín, Colombia |
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Frodden Armstrong, Maria CristinaRestrepo Marín, María IsabelMaturana Patarroyo, Liliana2020-05-05T19:00:33Z2020-05-05T19:00:33Z20040123-3432http://hdl.handle.net/10495/141652145-566XABSTRACT: This article presents partial results of a research project on foreign language teachers’ discourse and practices with respect to assessment, the aim of which is to improve teachers’ assessment practices. The study, conducted in two Colombian universities, has various components: analysis of documents interviews with teachers and students, and workshops with participating teachers in order to qualify them and agree on an improved assessment system. In this report we discuss the analysis made of tests, grids, registers, and forms and other kinds of instruments that teachers use to assess their students. For the analysis of instruments we used an inductive-deductive procedure whereby categories emerging from a first analysis of instruments were then refined by comparing them to those proposed by Bachman and Palmer (1996) and other authors. In general, teachers seem to prefer “hard” over “soft” types of assessment. Moreover, the qualities of assessment on which they seem to rely the most are practicality and reliability; and the ones least taken into consideration are authenticity and interactivity.RESUMEN: Este artículo presenta resultados parciales de un proyecto de investigación acerca del discurso y las prácticas evaluativas de los profesores de lenguas extranjeras cuyo objetivo es mejorar sus prácticas evaluativas. El estudio, llevado a cabo en dos universidades colombianas, tiene varios componentes: análisis de documentos, entrevistas con profesores y estudiantes y talleres con los profesores participantes con el fin de cualificarlos y acordar un mejor sistema de evaluación. En este informe discutimos el análisis que se hizo de los exámenes, parrillas, registros, formatos y otros tipos de instrumentos que usan los profesores para evaluar a sus estudiantes. Para el análisis de los instrumentos utilizamos un método inductivo-deductivo en el cual las categorías emergentes de un primer análisis de los instrumentos se refinaron comparándolas con las propuestas por Bachman y Palmer (1996) y otros autores. En general, los profesores tienden a preferir tipos de evaluación “hard” más que “soft”. Además, las cualidades de la evaluación en las que parecen confiar más son la viabilidad y la fiabilidad, y las que menos tienen en cuenta son la autenticidad y la interactividad.RÉSUMÉ: Cet article présente les résultats partiels d’un projet de recherche concernant le discours et les pratiques évaluatives des professeurs de langues étrangères dont l’objectif est d’améliorer leurs pratiques évaluatives. L’étude, menée dans deux universités colombiennes, se compose de divers aspects: analyse de documents, entretiens avec des professeurs et des étudiants, et ateliers avec les professeurs participants dans le but de les former et de mettre au point un meilleur système d’évaluation. Dans cet article, on discutera l’analyse faite d’examens, de grilles d’évaluation, de registres, de formats et d’autres types d’instruments utilisés par les professeurs pour évaluer leurs étudiants. Pour l’analyse de ces instruments, on utilise une méthode inductive-déductive qui permet l’amélioration des catégories émergentes d’une première analyse des instruments, celles-ci ont été améliorées en les comparant aux propositions de Bachman, Palmer (1996), ainsi que d’autres auteurs. En général, les professeurs tendent à préférer des évaluations de type “hard” à celles de type “soft”. De plus, les qualités d’évaluation auxquelles ils semblent tenir le plus sont la viabilité et la fiabilité et le moins l’authenticité et l’interactivité.30application/pdfengUniversidad de Antioquia, Escuela de IdiomasMedellín, Colombiainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_2df8fbb1https://purl.org/redcol/resource_type/ARTArtículo de investigaciónhttp://purl.org/coar/version/c_970fb48d4fbd8a85Atribución-NoComercial-CompartirIgual 2.5 Colombia (CC BY-NC-SA 2.5 CO)info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/co/http://purl.org/coar/access_right/c_abf2https://creativecommons.org/licenses/by-nc-sa/4.0/Analysis of Assessment Instruments Used in Foreign Language TeachingMétodo de evaluaciónEvaluation methodsLengua extranjeraForeign languagesEnseñanza de idiomasLanguage instructionPráctica pedagógicaTeaching practiceEvaluación del estudianteStudent evaluationTestPruebashttp://vocabularies.unesco.org/thesaurus/concept14127http://vocabularies.unesco.org/thesaurus/concept10507http://vocabularies.unesco.org/thesaurus/concept3937http://vocabularies.unesco.org/thesaurus/concept59http://vocabularies.unesco.org/thesaurus/concept1050ÍkalaIkala, Revista de Lenguaje y Cultura171201915CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8823http://bibliotecadigital.udea.edu.co/bitstream/10495/14165/2/license_rdfb88b088d9957e670ce3b3fbe2eedbc13MD52ORIGINALFroddenCristina_2004_AnalysisAssessmentInstruments.pdfFroddenCristina_2004_AnalysisAssessmentInstruments.pdfArtículo de investigaciónapplication/pdf520156http://bibliotecadigital.udea.edu.co/bitstream/10495/14165/4/FroddenCristina_2004_AnalysisAssessmentInstruments.pdf534a33f471c73ae3ad4f192a195e0917MD54LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://bibliotecadigital.udea.edu.co/bitstream/10495/14165/5/license.txt8a4605be74aa9ea9d79846c1fba20a33MD5510495/14165oai:bibliotecadigital.udea.edu.co:10495/141652021-05-21 19:17:16.023Repositorio Institucional Universidad de Antioquiaandres.perez@udea.edu.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 |