A knowledge base of language assessment literacy for Colombian teachers of English

This study suggests a proposal for the knowledge base of LAL that all language teaching programs in Colombia could include so that future language teachers will be able to carry out sound assessment practices in their classrooms.

Autores:: Hernández Ocampo, Sonia Patricia

Tipo de recurso:: Doctoral thesis

Fecha de publicación:: 2022

Institución:: Universidad de los Andes

Repositorio:: Séneca: repositorio Uniandes

Idioma:: eng

id	UNIANDES2_e04cab9429182957ddfceab2cdd15d44
oai_identifier_str	oai:repositorio.uniandes.edu.co:1992/58507
network_acronym_str	UNIANDES2
network_name_str	Séneca: repositorio Uniandes
repository_id_str
dc.title.none.fl_str_mv	A knowledge base of language assessment literacy for Colombian teachers of English
title	A knowledge base of language assessment literacy for Colombian teachers of English
spellingShingle	A knowledge base of language assessment literacy for Colombian teachers of English Language assessment literacy Classroom-based assessment Language teacher education Knowledge base Competencia en evaluación en lenguas Evaluación en el salón de clases Formación de profesores de lengua Conocimiento base Formación de profesores Educación / Licenciaturas
title_short	A knowledge base of language assessment literacy for Colombian teachers of English
title_full	A knowledge base of language assessment literacy for Colombian teachers of English
title_fullStr	A knowledge base of language assessment literacy for Colombian teachers of English
title_full_unstemmed	A knowledge base of language assessment literacy for Colombian teachers of English
title_sort	A knowledge base of language assessment literacy for Colombian teachers of English
dc.creator.fl_str_mv	Hernández Ocampo, Sonia Patricia
dc.contributor.advisor.none.fl_str_mv	Truscott de Mejía, Anne Marie
dc.contributor.author.none.fl_str_mv	Hernández Ocampo, Sonia Patricia
dc.contributor.jury.none.fl_str_mv	Tejada Sánchez, Martha Isabel Neumann, Heike
dc.contributor.researchgroup.es_CO.fl_str_mv	Educación para el bilingüismo y el multilingüismo
dc.subject.keyword.none.fl_str_mv	Language assessment literacy Classroom-based assessment Language teacher education Knowledge base Competencia en evaluación en lenguas Evaluación en el salón de clases Formación de profesores de lengua Conocimiento base
topic	Language assessment literacy Classroom-based assessment Language teacher education Knowledge base Competencia en evaluación en lenguas Evaluación en el salón de clases Formación de profesores de lengua Conocimiento base Formación de profesores Educación / Licenciaturas
dc.subject.armarc.none.fl_str_mv	Formación de profesores
dc.subject.themes.es_CO.fl_str_mv	Educación / Licenciaturas
description	This study suggests a proposal for the knowledge base of LAL that all language teaching programs in Colombia could include so that future language teachers will be able to carry out sound assessment practices in their classrooms.
publishDate	2022
dc.date.accessioned.none.fl_str_mv	2022-07-05T20:17:09Z
dc.date.available.none.fl_str_mv	2022-07-05T20:17:09Z
dc.date.issued.none.fl_str_mv	2022-05-24
dc.type.es_CO.fl_str_mv	Trabajo de grado - Doctorado
dc.type.driver.none.fl_str_mv	info:eu-repo/semantics/doctoralThesis
dc.type.version.none.fl_str_mv	info:eu-repo/semantics/acceptedVersion
dc.type.coar.none.fl_str_mv	http://purl.org/coar/resource_type/c_db06
dc.type.content.es_CO.fl_str_mv	Text
dc.type.redcol.none.fl_str_mv	https://purl.org/redcol/resource_type/TD
format	http://purl.org/coar/resource_type/c_db06
status_str	acceptedVersion
dc.identifier.uri.none.fl_str_mv	http://hdl.handle.net/1992/58507
dc.identifier.instname.es_CO.fl_str_mv	instname:Universidad de los Andes
dc.identifier.reponame.es_CO.fl_str_mv	reponame:Repositorio Institucional Séneca
dc.identifier.repourl.es_CO.fl_str_mv	repourl:https://repositorio.uniandes.edu.co/
url	http://hdl.handle.net/1992/58507
identifier_str_mv	instname:Universidad de los Andes reponame:Repositorio Institucional Séneca repourl:https://repositorio.uniandes.edu.co/
dc.language.iso.es_CO.fl_str_mv	eng
language	eng
dc.relation.references.es_CO.fl_str_mv	AERA, A. E. R. A., APA, A. P. A., & NCME, N. C. of M. in E. (2014). Standards for Educational and Psychological Testing. AERA. Andrade, H. L., & Brookhart, S. M. (2020). Classroom assessment as the co-regulation of learning. Assessment in Education: Principles, Policy & Practice, 27(4), 350-372. https://doi.org/10.1080/0969594X.2019.1571992 Arias, C., & Maturana, L. (2005). Evaluación en lenguas extranjeras: discursos y prácticas. Íkala, Revista de Lenguaje y Cultura, 10(16), 63-91. http://goo.gl/BCvAPr Ayala, C. F., Orrego, J. F., & Ayala, J. E. (2014). Las prácticas evaluativas como proceso holístico en y con el otro. Revista Folios, 31-44. Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford University Press. Bachman, L. F. (2002). Alternative Interpretations of Alternative Assessments: Some Validity Issues in Educational Performance Assessments. Educational Measurement: Issues and Practice, 21(3), 5-18. https://doi.org/10.1111/j.1745-3992.2002.tb00095.x Baker, B. A., & Riches, C. (2018). The development of EFL examinations in Haiti: Collaboration and language assessment literacy development. Language Testing, 35(4). https://doi.org/10.1177/0265532217716732 Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan, September, 9-21. https://doi.org/10.1177/003172170408600105 Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102 Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy and Practice, 25(6). https://doi.org/10.1080/0969594X.2018.1441807 Bonilla, C., & Tejada, I. (2016). Unanswered questions in Colombia's foreign language education policy. PROFILE Issues in Teachers Professional Development, 18(1), 185-201. https://doi.org/10.15446/profile.v18n1.51996 Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109. https://doi.org/10.1017/S0261444803001903 Borg, S. (2006). Teacher Cognition and Language Education: Research and Practice. Continuum. http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=377669&site=eds-live Borg, S. (2009). Introducing Language Teacher Cognition. http://www.education.leeds.ac.uk/assets/files/staff/borg/Introducing-language-teacher-cognition.pdf Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/http://dx.doi.org/10.1191/1478088706qp063oa Brennan, R. L. (2006). Perspectives on the evolution and future of educational measurement. In R. L. Brennan (Ed.), Educational Measurement (4th ed.). Brookhart, S. M. (2011). Educational Assessment Knowledge and Skills for Teachers. Educational Measurement: Issues and Practice, 30(1), 3-12. https://doi.org/10.1111/j.1745-3992.2010.00195.x Büyükkarci, K. (2016). Identifying The Areas For English Language Teacher Development: A Study Of Assessment literacy. Pegem E'itim ve Ö¿retim Dergisi, 6(3), 333-346. https://doi.org/10.14527/pegegog.2016.017 Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1). Celce-Murcia, M. (2008). Rethinking the role of communicative competence in language teaching. In E. Alcón Soler & M. P. Safont Jordà (Eds.), Interculturla Language Use and Language Learning (pp. 41-57). Springer. https://doi.org/https://doi-org.ezproxy.javeriana.edu.co/10.1007/978-1-4020-5639-0 Chappuis, S., & Stiggins, R. J. (2002). Classroom Assessment for Learning. Educational Leadership, 60(1), 40-43. Cohen, A. D. (2001). Second Language Assessment. Teaching English as a Second or Foreign Language, 1904, 140-147. Comité Asesor de Carrera. (2004). Documento de currículo de la Licenciatura en Lenguas Modernas. Consejo Nacional de Acreditación de Colombia, C. (2017). Boletín Estadístico CNA 2016. https://www.cna.gov.co/1741/article-322100.html Coombe, C, Troudi, S., & Al-Hamly, M. (2012). Foreign and second language teacher assessment literacy: issues, challenges and recommendations. In Christine Coombe, P. Davidson, B. O'Sullivan, & S. Stoynoff (Eds.), The Cambridge guide to second language assessment (pp. 20-29). Cambridge University Press. Cortés Cárdenas, L., Cárdenas Beltrán, M. L., & Nieto Cruz, M. C. (2013). Competencias del profesor de lenguas extranjeras: crrencias de la comunidad educativa. Universidad Nacional de Colombia. Creswell, J. (2013). Qualitative inquiry and research design: choosing among five approaches (3rd ed.). SAGE Publications. Creswell, J. (2014). Research Design. Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). SAGE Publications. https://doi.org/10.1186/1476-069X-10-39 Dalail, R., Chan, Y. F., & Sidhu, G. (2016). Standard-Based Performance Assessment's Scoring Practice in Primary Schools. In S. Tang & L. Logonnathan (Eds.), Assessment for Learning Within and Beyond the Classroom (pp. 315-325). Springer Singapore. https://doi.org/10.1007/978-981-10-0908-2_26 Davies, A. (2008). Textbook trends in teaching language testing. Language Testing, 25(3), 327-347. https://doi.org/10.1177/0265532208090156 DeLuca, C., Chavez, T., & Cao, C. (2013). Establishing a foundation for valid teacher judgement on student learning: The role of pre-service assessment education. Assessment in Education: Principles, Policy and Practice. https://doi.org/10.1080/0969594X.2012.668870 DeLuca, C., Coombs, A., & LaPointe-McEwan, D. (2019). Assessment mindset: Exploring the relationship between teacher mindset and approaches to classroom assessment. Studies in Educational Evaluation, 61, 159-169. https://doi.org/10.1016/j.stueduc.2019.03.012 DeLuca, C., Valiquette, A., Coombs, A., LaPointe-McEwan, D., & Luhanga, U. (2018). Teachers approaches to classroom assessment: a large-scale survey. Assessment in Education: Principles, Policy & Practice, 25(4), 355-375. https://doi.org/10.1080/0969594X.2016.1244514 Deneen, C. C., & Brown, G. T. L. (2016). The impact of conceptions of assessment on assessment literacy in a teacher education program. Cogent Education, 3(1), 1-15. https://doi.org/10.1080/2331186X.2016.1225380 Dweck, C. S. (2006). Mindset -The new psichology of success. Ramdon House. Dweck, C. S. (2007). The perils and promises of praise. Educational Leadership, 65(2), 34-39. Edwards, F. (2017). A rubric to track the development of secondary pre-service and novice teachers summative assessment literacy. Assessment in Education: Principles, Policy & Practice, 24(2), 205-227. https://doi.org/10.1080/0969594X.2016.1245651 England, N. (2017). Developing an Interpretation of Collective Beliefs in Language Teacher Cognition Research. TESOL Quarterly, 51(1), 229-238. https://doi.org/10.1002/tesq.334 Espitia, M., & Cruz, C. (2013). Peer-feedback and online interactionA case study. Íkala, Revista de Lenguaje y Cultura, 18(2), 131-151. https://doi.org/10.1177/0961000605057849 Faustino, C., Kostina, I., & Vergara, O. (2013). Assessment Practices in the English and French Component of a Foreign Languages Teacher Education. Lenguaje, 41(2), 353-382. Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the Knowledge-Base of Language Teacher Education. TESOL Quarterly, 32(3), 397. https://doi.org/10.2307/3588114 Fulcher, G. (2012). Assessment Literacy for the Language Classroom. Language Assessment Quarterly, 9(3), 113-132. https://doi.org/10.1080/15434303.2011.642041 García, P., & Chipatecua, I. (2019). Growth Mindset as an Empowerment Tool for Foreing Language Teachers in the District of Bogotá. 54th ASOCOPI Annual Conference. Golombek, P. R. (2015). Redrawing the Boundaries of Language Teacher Cognition: Language Teacher Educators-¿ Emotion, Cognition, and Activity. Modern Language Journal, 99(3), 470-484. https://doi.org/10.1111/modl.12236 González, F., & Ríos, J. F. (2010). Caracterización de las prácticas evaluativas en lengua extranjera 1. 38(1), 113-136. Gotch, C. M., & French, B. F. (2014). A systematic review of assessment literacy measures. Educational Measurement: Issues and Practice, 33(2). https://doi.org/10.1111/emip.12030 Green, A. (2016). Assessment Literacy for Language Teacher. In D. Tsagari (Ed.), Classroom-based Assessment in L2 Contexts. Cambridge Scholars Publishing. Haladyna, T. M., & Downing, S. M. (2005). Construct Irrelevant Variance in High-Stakes Testing. Educational Measurement: Issues and Practice, 23(1), 17-27. https://doi.org/https://doi.org/10.1111/j.1745-3992.2004.tb00149.x Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). Pearson Education. Herrera, L., & Macías, D. (2015). A call for language assessment literacy in the education and development of teachers of English as a foreign language. Colombian Applied Linguistics Journal, 17(2), 302-312. Hill, K., & McNamara, T. (2011). Developing a comprehensive, empirically based research framework for classroom-based assessment. Language Testing, 29(3), 395-420. https://doi.org/10.1177/0265532211428317 ILTA. (2020). Guidelines for Practice in English. https://www.iltaonline.com/page/ILTAGuidelinesforPractice Inbar-Lourie, O. (2008). Constructing a language assessment knowledge base¿: A focus on language assessment courses. Language Testing, 25(3), 385-402. https://doi.org/10.1177/0265532208090158 Inbar-Lourie, O. (2013). Guest Editorial to the special issue on language assessment literacy. Language Testing, 30(3), 301-307. https://doi.org/http://dx.doi.org/10.1177/0265532213480126 Jeong, H. (2013). Defining assessment literacy: Is it different for language testers and non-language testers? Language Testing, 30(3), 345-362. https://doi.org/http://dx.doi.org/10.1177/0265532213480334 Jones, C. (2005). Assessment for Learning. Learning and Skills Development Agency, 16-19. Jones, N. (2012). Reliability and dependability. In G. Fulcher & F. Davidson (Eds.), The Routledge Handbook of Language Testing (pp. 350-362). Routledge. Jones, N., & Saville, N. (2016). Learning Oriented Assessment: a systemic approach. Cambridge University Press. Kane, M. (2010). Validity and fairness. Language Testing, 27(2), 177-182. https://doi.org/10.1177/0265532209349467 Kane, M. (2012). Articulating a validity argument. In G. Fulcher & F. Davidson (Eds.), The Routeledge handbook of language testing (pp. 34-47). Routledge. Kremmel, B., & Harding, L. (2017). Language Assessment Literacy Survey. http://wp.lancs.ac.uk/ltrg/projects/language-assessment-literacy-survey Kremmel, B., & Harding, L. (2020). Towards a Comprehensive, Empirical Model of Language Assessment Literacy across Stakeholder Groups: Developing the Language Assessment Literacy Survey. Language Assessment Quarterly, 17(1). Kress, V. E., & Shoffner, M. F. (2007). Focus Groups: A Practical and Applied Research Approach for Counselors. Journal of Counseling & Development, 85, 189-195. https://doi.org/10.1002/j.1556-6678.2007.tb00462.x Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching (2nd ed.). Oxford University Press. Larsen-Freeman, D. (2009). Teaching and Testing Grammar. In M. Long & C. Doughty (Eds.), The Handbook of Language Teaching (pp. 518-541). Malden. Lee, J. F., & VanPatten, B. (2003). Making Communicative Language Teaching Happen (2nd ed.). McGraw-Hill. López, A., & Bernal, R. (2009). Language Testing in Colombia: A Call for More Teacher Education and Teacher Training in Language Assessment. PROFILE Issues in Teachers Professional Development, 11(0), 55-70. Lynch, B. K. (2001). Rethinking Assessment from a Critical Perspective. Language Testing, 18(4), 351-372. https://doi.org/10.1177/026553220101800403 Mackey, A., & Gass, S. (2016). Second Language Research (2nd ed.). Routledge. Malone, M. E. (2013). The essentials of assessment literacy: Contrasts between testers and users. Language Testing, 30(3), 329-344. Malone, M. E. (2017). Training in Language Assessment. In E. Shohamy, I. Or, & S. May (Eds.), Language Testing and Assessment (3rd ed., pp. 225-239). Springer, Cham. https://doi.org/https://doi.org/10.1007/978-3-319-02261-1_16 McMillan, J. H. (2012). Educational research: fundamentals for the consumer (6th ed.). Pearson. McNamara, T. (2001a). Language assessment as social practice: challenges for research. Language Testing, 18(4), 333-349. https://doi.org/10.1191/026553201682430076 McNamara, T. (2001b). Rethinking alternative assessment. Language Testing, 18(4), 329-332. https://doi.org/10.1177/026553220101800401 Merriam, S. (1998). Qualitative research and case study applications in education (2nd ed.). Jossey-Bass. Merriam, S. B. (2009). Qualitative research: A guide to design and implementation: Revised and expanded from qualitative research and case study applications in education. Jossey-Bass. Merriam, S., & Tisdell, E. (2016). Qualitative research: a guide to design and implementation (4th ed.). Jossey-Bass. Decreto 2450, (2015). https://www.mineducacion.gov.co/1759/articles-357048_recurso_1.pdf Resolución 2041, (2016). https://www.mineducacion.gov.co/1759/articles-356144_recurso_1.pdf Moodie, I. (2016). The anti-apprenticeship of observation: How negative prior language learning experience influences English language teachers beliefs and practices. System, 60, 29-41. https://doi.org/10.1016/j.system.2016.05.011 Muñoz, A. P., & Álvarez, M. E. (2008). Preliminary Evaluation of the Impact of a Writing Assessment System on Teaching and Learning. Profile Issues in Teachers' Professional Development, 9, 89-110. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-07902008000100006&lng=en&nrm=iso&tlng=en Muñoz, A. P., Palacio, M., & Escobar, L. (2012). Teachers Beliefs about Assessment in an EFL Context in Colombia. Profile Issues in TeachersProfessional Development, 14(1), 143-158. Neumann, H. (2014). Teacher assessment of grammatical ability in second language academic writing: A case study. Journal of Second Language Writing, 24, 83-107. Neumann, H., Padden, N., & McDonough, K. (2019). Beyond English language proficiency scores: understanding the academic performance of international undergraduate students during the first year of study. Higher Education Research & Development, 38(2), 324-338. https://doi.org/http://dx.doi.org/10.1016/j.jslw.2014.04.002 Newman, C., & Newman, I. (2013). A Teacher¿s Guide to Assessment Concepts and Statistics. Teacher Educator, 48(2), 87-95. https://doi.org/10.1080/08878730.2013.771495 Nicolaescu, A. (2014). Integrated Skills in Language Teaching. In D. Yuksel & B. Inan (Eds.), Teaching Language Skills. Nova Science Publishers, Inc. Paltridge & Phakiti. (2015). Research methods in applied linguistics. Bloomsbury. Pellegrino, J., Chudowsky, N., & Glaser, R. (2001). Knowing What Students Know - The science and design of educational assessment. Nartional Academy Press. Picón, E. (2013). La rúbrica y la justicia en la evaluación. Íkala, Revista de Lenguaje y Cultura, 18(3), 79-94. http://goo.gl/RLnxEr%5Cnhttp://aprendeenlinea.udea.edu.co/revistas/index.php/ikala/article/viewFile/14080/15851 Pill, J., & Harding, L. (2013). Defining the language assessment literacy gap: Evidence from a parliamentary inquiry. Language Testing, 30(3), 381-402. https://doi.org/http://dx.doi.org/10.1177/0265532213480337 Rea-Dickins, P. (2004). Understanding teachers as agents of assessment. Language Testing, 21(3), 249-258. https://doi.org/10.1191/0265532204lt283ed Rodríguez Ochoa, E. O. (2007). Self-assessment Practices: an Empowering Tool in the Teaching and Learning EFL Processes. Colombian Applied Linguistics Journal, 7, 229-246. Saldaña, J. (2009). The coding manual for qualitative researchers. SAGE Publications. Saumure, K., & Given, L. M. (2008). Data Saturation. In L. M. Given (Ed.), The Sage encyclopedia of qualitative research methods. Sage Publications Inc. Scarino, A. (2013). Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and in teacher learning. Language Testing, 30(3), 309-327. https://doi.org/http://dx.doi.org/10.1177/0265532213480128 Shepard, L. A. (2000). The Role of Assessment in a Learning Culture. Educational Researcher, 29(7), 4-14. https://doi.org/10.3102/0013189X029007004 Shohamy, E. (2001). Democratic assessment as an alternative. Language Testing, 18(4), 373-391. https://doi.org/10.1191/026553201682430094 Smith, K. (2011). Professional development of teachers-A prerequisite for AfL to be successfully implemented in the classroom. Studies in Educational Evaluation, 37(1), 55-61. https://doi.org/10.1016/j.stueduc.2011.03.005 Soh, K. (2016). Understanding Test and Exam Results Statistically. Springer. Stake, R. (2006). Multiple Case Study Analysis. Guilford publications. Stiggins, R. J. (1995). Assessment literacy for the 21st century. Phi Delta Kappan, 77(3), 238. http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9512053723&lang=es&site=ehost-live Taylor, L. (2009). Developing Assessment Literacy. Annual Review of Applied Linguistics, 29, 21-36. https://doi.org/10.1017/S0267190509090035 Taylor, L. (2013). Communicating the theory, practice and principles of language testing to test stakeholders: Some reflections. Language Testing, 30(3), 403-412. https://doi.org/http://dx.doi.org/10.1177/0265532213480338 Tesch, B. (2014). Competences, Language Skills and Linguistic Means. In C. Faecke (Ed.), Manual of Language Acquisition (pp. 325-343). De Gruyter. Villa Larenas, S. (2020). An investigation of the language assessment literacy of teacher educators in Chile: knowledge, practices, learning, beliefs, and context [Lancaster University]. https://doi.org/10.17635/lancaster/thesis/1012 Vogt, K., & Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a European study. Language Assessment Quarterly, 11(4), 374-402. https://doi.org/10.1080/15434303.2014.960046 Whittington, D. (1999). Making room for values and fairness: Teaching reliability and validity in the classroom context. Educational Measurement: Issues and Practice, 18(1), 14-22. https://doi.org/10.1111/j.1745-3992.1999.tb00003.x Whong, M. (2011). Language Teaching¿: Linguistic Theory in Practice. Edinburgh University Press. http://ezproxy.javeriana.edu.co:2048/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=357061&lang=es&site=eds-live Williams, J. P. (2008). Nonparticipant Observation. In L. M. Given (Ed.), The Sage encyclopedia of qualitative research methods. Sage Publications Inc. Xi, X. (2010). How do we go about investigating test fairness Language Testing, 27(2), 147-170. https://doi.org/10.1177/0265532209349465 Yin, R. K. (2003). Case Study Research (3rd ed.). Sage Publications Inc. Yin, R. K. (2011). Qualitative research from start to finish. The Guilford Press. Yin, R. K. (2014). Case Study Research: Design and Methods (5th.). Sage Publications Inc.
dc.rights.license.spa.fl_str_mv	Atribución-NoComercial-CompartirIgual 4.0 Internacional
dc.rights.uri.*.fl_str_mv	http://creativecommons.org/licenses/by-nc-sa/4.0/
dc.rights.accessrights.spa.fl_str_mv	info:eu-repo/semantics/openAccess
dc.rights.coar.spa.fl_str_mv	http://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv	Atribución-NoComercial-CompartirIgual 4.0 Internacional http://creativecommons.org/licenses/by-nc-sa/4.0/ http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv	openAccess
dc.format.extent.es_CO.fl_str_mv	318 páginas
dc.format.mimetype.es_CO.fl_str_mv	application/pdf
dc.publisher.es_CO.fl_str_mv	Universidad de los Andes
dc.publisher.program.es_CO.fl_str_mv	Doctorado en Educación
dc.publisher.faculty.es_CO.fl_str_mv	Facultad de Educación
institution	Universidad de los Andes
bitstream.url.fl_str_mv	https://repositorio.uniandes.edu.co/bitstreams/b1e0d3c6-17e6-4e39-aa73-99ca67aeaed1/download https://repositorio.uniandes.edu.co/bitstreams/e48b2d0c-de0d-4531-b83c-c952b23c488f/download https://repositorio.uniandes.edu.co/bitstreams/12c63b8b-b957-4191-a1d7-dc3060dd3f9c/download https://repositorio.uniandes.edu.co/bitstreams/5f5de843-44f4-4330-bd83-d0d4eb7cd84b/download https://repositorio.uniandes.edu.co/bitstreams/a28ffdc8-2b25-48ea-8f09-1759c212fef6/download https://repositorio.uniandes.edu.co/bitstreams/277a6c92-2137-48e3-81a6-28ee0122421c/download https://repositorio.uniandes.edu.co/bitstreams/89a811ca-6c0c-44eb-9582-0d93ff2c4840/download https://repositorio.uniandes.edu.co/bitstreams/9c14a843-b0e8-4c4d-902f-dca226d5b181/download
bitstream.checksum.fl_str_mv	a97a675d65acf4c3d4fc86e4bbb2aa1f 42d7aed9c4c3cd239337a557f4b746d7 c18ee55fa3f9074fc1371ed41b2ad76b 0ee3a00971ad9a9384e3a0d27aca3a66 5aa5c691a1ffe97abd12c2966efcb8d6 be44e98b7c08ea3ee55a0a1383e2d1bf 4491fe1afb58beaaef41a73cf7ff2e27 934f4ca17e109e0a05eaeaba504d7ce4
bitstream.checksumAlgorithm.fl_str_mv	MD5 MD5 MD5 MD5 MD5 MD5 MD5 MD5
repository.name.fl_str_mv	Repositorio institucional Séneca
repository.mail.fl_str_mv	adminrepositorio@uniandes.edu.co
_version_	1808390271495307264
spelling	Atribución-NoComercial-CompartirIgual 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc-sa/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Truscott de Mejía, Anne Marie90fe914c-5d11-4b58-9970-d260433a2a4e600Hernández Ocampo, Sonia Patricia54671b79-da69-4dd3-9e69-ab9c0ddbe47e600Tejada Sánchez, Martha IsabelNeumann, HeikeEducación para el bilingüismo y el multilingüismo2022-07-05T20:17:09Z2022-07-05T20:17:09Z2022-05-24http://hdl.handle.net/1992/58507instname:Universidad de los Andesreponame:Repositorio Institucional Sénecarepourl:https://repositorio.uniandes.edu.co/This study suggests a proposal for the knowledge base of LAL that all language teaching programs in Colombia could include so that future language teachers will be able to carry out sound assessment practices in their classrooms.The need to train language teachers in assessment has been identified worldwide. Besides, scholars have stated the importance of identifying teacher cognition so that learning of new content can be more effective. Considering these two aspects, this research proposes a knowledge base of language assessment literacy (LAL) for language teacher education programs in Colombia. To do so, I first determined what LAL should mean to the language teachers in the context for their practice, the classroom. Second, I analyzed how pre-service teachers were being trained in assessment in their programs, how they were being assessed in their English classes, as well as both pre- and in-service teachers' cognition about assessment. I used a variety of instruments to collect information in three cases that this qualitative multiple-case study was based on. These instruments-interviews, class observations, think-aloud protocols, questionnaires, and focus groups-were administered to both in-service and pre-service teachers in each of the cases; I also analyzed the assessment and English courses syllabi. Findings from the empirical study show that although there has been some progress in the training in assessment in Colombian language teaching programs, this is not enough. In addition, despite the acknowledgement of the importance of formative assessment and the need for summative assessment in the classroom, there seems to be a disregard for the latter and a non-coexistence of them both. This might imply low levels of LAL. Finally, the proposed model of a knowledge base of LAL for pre-service language teachers in Colombia emphasizes the commitment of in-service teachers to explicitly model assessment practices in their language lessons as a complement to the training offered in the language assessment courses included in the curricula.A nivel global se ha identificado la necesidad de formar a los profesores de lengua en evaluación. Así mismo, algunos académicos han resaltado la importancia de identificar la cognición del profesor (lo que saben, creen y piensan (Borg, 2003)) con el fin de que sea más efectivo el aprendizaje de nuevos contenidos. Con base en estos dos aspectos, esta investigación propone un modelo para el conocimiento base que define la competencia en evaluación en lenguas (LAL por su sigla en inglés) para los programas de licenciatura en lenguas en Colombia. Primero se definieron los dominios de LAL para los profesores de lengua en el contexto de su práctica, el salón de clases. Después se analizó cómo se están formando los futuros profesores de lengua en el campo de la evaluación, de qué manera han sido evaluados en sus clases de lengua, y se identificó la cognición sobre evaluación de los docentes tanto en servicio como en formación. Los instrumentos utilizados para la recolección de información en los tres casos que conformaron este estudio de caso múltiple cualitativo fueron variados, a saber: entrevistas, observaciones de clase, protocolos del pensamiento manifestado, cuestionarios y grupos focales. Estos instrumentos se administraron a los profesores en servicio y a los profesores en formación (estudiantes). Igualmente, se analizaron los programas del curso de evaluación y de los de lengua. Los resultados del estudio empírico muestran que, si bien ha habido un progreso en la formación en evaluación en los programas de licenciatura en lenguas en Colombia, todavía no es suficiente. Además, a pesar del reconocimiento de la importancia de la evaluación formativa y la necesidad de la evaluación sumativa, pareciera haber un rechazo por esta última y cierta dificultad para que coexistan las dos en el salón de clase. Esto podría implicar bajos niveles de competencia en evaluación en lenguas. Finalmente, el modelo propuesto para determinar el conocimiento base de LAL para los profesores de lengua en formación en Colombia hace énfasis en el compromiso de los profesores en servicio para que modelen de manera explícita prácticas de evaluación en sus clases de lengua. Esto, como complemento a la formación que se debe ofrecer en los cursos de evaluación en lengua que se incluyan en los currículos de estos programas de licenciatura.This study was sponsored by Pontificia Universidad Javeriana through their program for teacher development.Doctor en EducaciónDoctorado318 páginasapplication/pdfengUniversidad de los AndesDoctorado en EducaciónFacultad de EducaciónA knowledge base of language assessment literacy for Colombian teachers of EnglishTrabajo de grado - Doctoradoinfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_db06Texthttps://purl.org/redcol/resource_type/TDLanguage assessment literacyClassroom-based assessmentLanguage teacher educationKnowledge baseCompetencia en evaluación en lenguasEvaluación en el salón de clasesFormación de profesores de lenguaConocimiento baseFormación de profesoresEducación / LicenciaturasAERA, A. E. R. A., APA, A. P. A., & NCME, N. C. of M. in E. (2014). Standards for Educational and Psychological Testing. AERA.Andrade, H. L., & Brookhart, S. M. (2020). Classroom assessment as the co-regulation of learning. Assessment in Education: Principles, Policy & Practice, 27(4), 350-372. https://doi.org/10.1080/0969594X.2019.1571992Arias, C., & Maturana, L. (2005). Evaluación en lenguas extranjeras: discursos y prácticas. Íkala, Revista de Lenguaje y Cultura, 10(16), 63-91. http://goo.gl/BCvAPrAyala, C. F., Orrego, J. F., & Ayala, J. E. (2014). Las prácticas evaluativas como proceso holístico en y con el otro. Revista Folios, 31-44.Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford University Press.Bachman, L. F. (2002). Alternative Interpretations of Alternative Assessments: Some Validity Issues in Educational Performance Assessments. Educational Measurement: Issues and Practice, 21(3), 5-18. https://doi.org/10.1111/j.1745-3992.2002.tb00095.xBaker, B. A., & Riches, C. (2018). The development of EFL examinations in Haiti: Collaboration and language assessment literacy development. Language Testing, 35(4). https://doi.org/10.1177/0265532217716732Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan, September, 9-21. https://doi.org/10.1177/003172170408600105Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy and Practice, 25(6). https://doi.org/10.1080/0969594X.2018.1441807Bonilla, C., & Tejada, I. (2016). Unanswered questions in Colombia's foreign language education policy. PROFILE Issues in Teachers Professional Development, 18(1), 185-201. https://doi.org/10.15446/profile.v18n1.51996Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109. https://doi.org/10.1017/S0261444803001903Borg, S. (2006). Teacher Cognition and Language Education: Research and Practice. Continuum. http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=377669&site=eds-liveBorg, S. (2009). Introducing Language Teacher Cognition. http://www.education.leeds.ac.uk/assets/files/staff/borg/Introducing-language-teacher-cognition.pdfBraun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/http://dx.doi.org/10.1191/1478088706qp063oaBrennan, R. L. (2006). Perspectives on the evolution and future of educational measurement. In R. L. Brennan (Ed.), Educational Measurement (4th ed.).Brookhart, S. M. (2011). Educational Assessment Knowledge and Skills for Teachers. Educational Measurement: Issues and Practice, 30(1), 3-12. https://doi.org/10.1111/j.1745-3992.2010.00195.xBüyükkarci, K. (2016). Identifying The Areas For English Language Teacher Development: A Study Of Assessment literacy. Pegem E'itim ve Ö¿retim Dergisi, 6(3), 333-346. https://doi.org/10.14527/pegegog.2016.017Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1).Celce-Murcia, M. (2008). Rethinking the role of communicative competence in language teaching. In E. Alcón Soler & M. P. Safont Jordà (Eds.), Interculturla Language Use and Language Learning (pp. 41-57). Springer. https://doi.org/https://doi-org.ezproxy.javeriana.edu.co/10.1007/978-1-4020-5639-0Chappuis, S., & Stiggins, R. J. (2002). Classroom Assessment for Learning. Educational Leadership, 60(1), 40-43.Cohen, A. D. (2001). Second Language Assessment. Teaching English as a Second or Foreign Language, 1904, 140-147.Comité Asesor de Carrera. (2004). Documento de currículo de la Licenciatura en Lenguas Modernas.Consejo Nacional de Acreditación de Colombia, C. (2017). Boletín Estadístico CNA 2016. https://www.cna.gov.co/1741/article-322100.htmlCoombe, C, Troudi, S., & Al-Hamly, M. (2012). Foreign and second language teacher assessment literacy: issues, challenges and recommendations. In Christine Coombe, P. Davidson, B. O'Sullivan, & S. Stoynoff (Eds.), The Cambridge guide to second language assessment (pp. 20-29). Cambridge University Press.Cortés Cárdenas, L., Cárdenas Beltrán, M. L., & Nieto Cruz, M. C. (2013). Competencias del profesor de lenguas extranjeras: crrencias de la comunidad educativa. Universidad Nacional de Colombia.Creswell, J. (2013). Qualitative inquiry and research design: choosing among five approaches (3rd ed.). SAGE Publications.Creswell, J. (2014). Research Design. Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). SAGE Publications. https://doi.org/10.1186/1476-069X-10-39Dalail, R., Chan, Y. F., & Sidhu, G. (2016). Standard-Based Performance Assessment's Scoring Practice in Primary Schools. In S. Tang & L. Logonnathan (Eds.), Assessment for Learning Within and Beyond the Classroom (pp. 315-325). Springer Singapore. https://doi.org/10.1007/978-981-10-0908-2_26Davies, A. (2008). Textbook trends in teaching language testing. Language Testing, 25(3), 327-347. https://doi.org/10.1177/0265532208090156DeLuca, C., Chavez, T., & Cao, C. (2013). Establishing a foundation for valid teacher judgement on student learning: The role of pre-service assessment education. Assessment in Education: Principles, Policy and Practice. https://doi.org/10.1080/0969594X.2012.668870DeLuca, C., Coombs, A., & LaPointe-McEwan, D. (2019). Assessment mindset: Exploring the relationship between teacher mindset and approaches to classroom assessment. Studies in Educational Evaluation, 61, 159-169. https://doi.org/10.1016/j.stueduc.2019.03.012DeLuca, C., Valiquette, A., Coombs, A., LaPointe-McEwan, D., & Luhanga, U. (2018). Teachers approaches to classroom assessment: a large-scale survey. Assessment in Education: Principles, Policy & Practice, 25(4), 355-375. https://doi.org/10.1080/0969594X.2016.1244514Deneen, C. C., & Brown, G. T. L. (2016). The impact of conceptions of assessment on assessment literacy in a teacher education program. Cogent Education, 3(1), 1-15. https://doi.org/10.1080/2331186X.2016.1225380Dweck, C. S. (2006). Mindset -The new psichology of success. Ramdon House.Dweck, C. S. (2007). The perils and promises of praise. Educational Leadership, 65(2), 34-39.Edwards, F. (2017). A rubric to track the development of secondary pre-service and novice teachers summative assessment literacy. Assessment in Education: Principles, Policy & Practice, 24(2), 205-227. https://doi.org/10.1080/0969594X.2016.1245651England, N. (2017). Developing an Interpretation of Collective Beliefs in Language Teacher Cognition Research. TESOL Quarterly, 51(1), 229-238. https://doi.org/10.1002/tesq.334Espitia, M., & Cruz, C. (2013). Peer-feedback and online interactionA case study. Íkala, Revista de Lenguaje y Cultura, 18(2), 131-151. https://doi.org/10.1177/0961000605057849Faustino, C., Kostina, I., & Vergara, O. (2013). Assessment Practices in the English and French Component of a Foreign Languages Teacher Education. Lenguaje, 41(2), 353-382.Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the Knowledge-Base of Language Teacher Education. TESOL Quarterly, 32(3), 397. https://doi.org/10.2307/3588114Fulcher, G. (2012). Assessment Literacy for the Language Classroom. Language Assessment Quarterly, 9(3), 113-132. https://doi.org/10.1080/15434303.2011.642041García, P., & Chipatecua, I. (2019). Growth Mindset as an Empowerment Tool for Foreing Language Teachers in the District of Bogotá. 54th ASOCOPI Annual Conference.Golombek, P. R. (2015). Redrawing the Boundaries of Language Teacher Cognition: Language Teacher Educators-¿ Emotion, Cognition, and Activity. Modern Language Journal, 99(3), 470-484. https://doi.org/10.1111/modl.12236González, F., & Ríos, J. F. (2010). Caracterización de las prácticas evaluativas en lengua extranjera 1. 38(1), 113-136.Gotch, C. M., & French, B. F. (2014). A systematic review of assessment literacy measures. Educational Measurement: Issues and Practice, 33(2). https://doi.org/10.1111/emip.12030Green, A. (2016). Assessment Literacy for Language Teacher. In D. Tsagari (Ed.), Classroom-based Assessment in L2 Contexts. Cambridge Scholars Publishing.Haladyna, T. M., & Downing, S. M. (2005). Construct Irrelevant Variance in High-Stakes Testing. Educational Measurement: Issues and Practice, 23(1), 17-27. https://doi.org/https://doi.org/10.1111/j.1745-3992.2004.tb00149.xHarmer, J. (2007). The Practice of English Language Teaching (4th ed.). Pearson Education.Herrera, L., & Macías, D. (2015). A call for language assessment literacy in the education and development of teachers of English as a foreign language. Colombian Applied Linguistics Journal, 17(2), 302-312.Hill, K., & McNamara, T. (2011). Developing a comprehensive, empirically based research framework for classroom-based assessment. Language Testing, 29(3), 395-420. https://doi.org/10.1177/0265532211428317ILTA. (2020). Guidelines for Practice in English. https://www.iltaonline.com/page/ILTAGuidelinesforPracticeInbar-Lourie, O. (2008). Constructing a language assessment knowledge base¿: A focus on language assessment courses. Language Testing, 25(3), 385-402. https://doi.org/10.1177/0265532208090158Inbar-Lourie, O. (2013). Guest Editorial to the special issue on language assessment literacy. Language Testing, 30(3), 301-307. https://doi.org/http://dx.doi.org/10.1177/0265532213480126Jeong, H. (2013). Defining assessment literacy: Is it different for language testers and non-language testers? Language Testing, 30(3), 345-362. https://doi.org/http://dx.doi.org/10.1177/0265532213480334Jones, C. (2005). Assessment for Learning. Learning and Skills Development Agency, 16-19.Jones, N. (2012). Reliability and dependability. In G. Fulcher & F. Davidson (Eds.), The Routledge Handbook of Language Testing (pp. 350-362). Routledge.Jones, N., & Saville, N. (2016). Learning Oriented Assessment: a systemic approach. Cambridge University Press.Kane, M. (2010). Validity and fairness. Language Testing, 27(2), 177-182. https://doi.org/10.1177/0265532209349467Kane, M. (2012). Articulating a validity argument. In G. Fulcher & F. Davidson (Eds.), The Routeledge handbook of language testing (pp. 34-47). Routledge.Kremmel, B., & Harding, L. (2017). Language Assessment Literacy Survey. http://wp.lancs.ac.uk/ltrg/projects/language-assessment-literacy-surveyKremmel, B., & Harding, L. (2020). Towards a Comprehensive, Empirical Model of Language Assessment Literacy across Stakeholder Groups: Developing the Language Assessment Literacy Survey. Language Assessment Quarterly, 17(1).Kress, V. E., & Shoffner, M. F. (2007). Focus Groups: A Practical and Applied Research Approach for Counselors. Journal of Counseling & Development, 85, 189-195. https://doi.org/10.1002/j.1556-6678.2007.tb00462.xLarsen-Freeman, D. (2000). Techniques and Principles in Language Teaching (2nd ed.). Oxford University Press.Larsen-Freeman, D. (2009). Teaching and Testing Grammar. In M. Long & C. Doughty (Eds.), The Handbook of Language Teaching (pp. 518-541). Malden.Lee, J. F., & VanPatten, B. (2003). Making Communicative Language Teaching Happen (2nd ed.). McGraw-Hill.López, A., & Bernal, R. (2009). Language Testing in Colombia: A Call for More Teacher Education and Teacher Training in Language Assessment. PROFILE Issues in Teachers Professional Development, 11(0), 55-70.Lynch, B. K. (2001). Rethinking Assessment from a Critical Perspective. Language Testing, 18(4), 351-372. https://doi.org/10.1177/026553220101800403Mackey, A., & Gass, S. (2016). Second Language Research (2nd ed.). Routledge.Malone, M. E. (2013). The essentials of assessment literacy: Contrasts between testers and users. Language Testing, 30(3), 329-344.Malone, M. E. (2017). Training in Language Assessment. In E. Shohamy, I. Or, & S. May (Eds.), Language Testing and Assessment (3rd ed., pp. 225-239). Springer, Cham. https://doi.org/https://doi.org/10.1007/978-3-319-02261-1_16McMillan, J. H. (2012). Educational research: fundamentals for the consumer (6th ed.). Pearson.McNamara, T. (2001a). Language assessment as social practice: challenges for research. Language Testing, 18(4), 333-349. https://doi.org/10.1191/026553201682430076McNamara, T. (2001b). Rethinking alternative assessment. Language Testing, 18(4), 329-332. https://doi.org/10.1177/026553220101800401Merriam, S. (1998). Qualitative research and case study applications in education (2nd ed.). Jossey-Bass.Merriam, S. B. (2009). Qualitative research: A guide to design and implementation: Revised and expanded from qualitative research and case study applications in education. Jossey-Bass.Merriam, S., & Tisdell, E. (2016). Qualitative research: a guide to design and implementation (4th ed.). Jossey-Bass.Decreto 2450, (2015). https://www.mineducacion.gov.co/1759/articles-357048_recurso_1.pdfResolución 2041, (2016). https://www.mineducacion.gov.co/1759/articles-356144_recurso_1.pdfMoodie, I. (2016). The anti-apprenticeship of observation: How negative prior language learning experience influences English language teachers beliefs and practices. System, 60, 29-41. https://doi.org/10.1016/j.system.2016.05.011Muñoz, A. P., & Álvarez, M. E. (2008). Preliminary Evaluation of the Impact of a Writing Assessment System on Teaching and Learning. Profile Issues in Teachers' Professional Development, 9, 89-110. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-07902008000100006&lng=en&nrm=iso&tlng=enMuñoz, A. P., Palacio, M., & Escobar, L. (2012). Teachers Beliefs about Assessment in an EFL Context in Colombia. Profile Issues in TeachersProfessional Development, 14(1), 143-158.Neumann, H. (2014). Teacher assessment of grammatical ability in second language academic writing: A case study. Journal of Second Language Writing, 24, 83-107.Neumann, H., Padden, N., & McDonough, K. (2019). Beyond English language proficiency scores: understanding the academic performance of international undergraduate students during the first year of study. Higher Education Research & Development, 38(2), 324-338. https://doi.org/http://dx.doi.org/10.1016/j.jslw.2014.04.002Newman, C., & Newman, I. (2013). A Teacher¿s Guide to Assessment Concepts and Statistics. Teacher Educator, 48(2), 87-95. https://doi.org/10.1080/08878730.2013.771495Nicolaescu, A. (2014). Integrated Skills in Language Teaching. In D. Yuksel & B. Inan (Eds.), Teaching Language Skills. Nova Science Publishers, Inc.Paltridge & Phakiti. (2015). Research methods in applied linguistics. Bloomsbury.Pellegrino, J., Chudowsky, N., & Glaser, R. (2001). Knowing What Students Know - The science and design of educational assessment. Nartional Academy Press.Picón, E. (2013). La rúbrica y la justicia en la evaluación. Íkala, Revista de Lenguaje y Cultura, 18(3), 79-94. http://goo.gl/RLnxEr%5Cnhttp://aprendeenlinea.udea.edu.co/revistas/index.php/ikala/article/viewFile/14080/15851Pill, J., & Harding, L. (2013). Defining the language assessment literacy gap: Evidence from a parliamentary inquiry. Language Testing, 30(3), 381-402. https://doi.org/http://dx.doi.org/10.1177/0265532213480337Rea-Dickins, P. (2004). Understanding teachers as agents of assessment. Language Testing, 21(3), 249-258. https://doi.org/10.1191/0265532204lt283edRodríguez Ochoa, E. O. (2007). Self-assessment Practices: an Empowering Tool in the Teaching and Learning EFL Processes. Colombian Applied Linguistics Journal, 7, 229-246.Saldaña, J. (2009). The coding manual for qualitative researchers. SAGE Publications.Saumure, K., & Given, L. M. (2008). Data Saturation. In L. M. Given (Ed.), The Sage encyclopedia of qualitative research methods. Sage Publications Inc.Scarino, A. (2013). Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and in teacher learning. Language Testing, 30(3), 309-327. https://doi.org/http://dx.doi.org/10.1177/0265532213480128Shepard, L. A. (2000). The Role of Assessment in a Learning Culture. Educational Researcher, 29(7), 4-14. https://doi.org/10.3102/0013189X029007004Shohamy, E. (2001). Democratic assessment as an alternative. Language Testing, 18(4), 373-391. https://doi.org/10.1191/026553201682430094Smith, K. (2011). Professional development of teachers-A prerequisite for AfL to be successfully implemented in the classroom. Studies in Educational Evaluation, 37(1), 55-61. https://doi.org/10.1016/j.stueduc.2011.03.005Soh, K. (2016). Understanding Test and Exam Results Statistically. Springer.Stake, R. (2006). Multiple Case Study Analysis. Guilford publications.Stiggins, R. J. (1995). Assessment literacy for the 21st century. Phi Delta Kappan, 77(3), 238. http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9512053723&lang=es&site=ehost-liveTaylor, L. (2009). Developing Assessment Literacy. Annual Review of Applied Linguistics, 29, 21-36. https://doi.org/10.1017/S0267190509090035Taylor, L. (2013). Communicating the theory, practice and principles of language testing to test stakeholders: Some reflections. Language Testing, 30(3), 403-412. https://doi.org/http://dx.doi.org/10.1177/0265532213480338Tesch, B. (2014). Competences, Language Skills and Linguistic Means. In C. Faecke (Ed.), Manual of Language Acquisition (pp. 325-343). De Gruyter.Villa Larenas, S. (2020). An investigation of the language assessment literacy of teacher educators in Chile: knowledge, practices, learning, beliefs, and context [Lancaster University]. https://doi.org/10.17635/lancaster/thesis/1012Vogt, K., & Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a European study. Language Assessment Quarterly, 11(4), 374-402. https://doi.org/10.1080/15434303.2014.960046Whittington, D. (1999). Making room for values and fairness: Teaching reliability and validity in the classroom context. Educational Measurement: Issues and Practice, 18(1), 14-22. https://doi.org/10.1111/j.1745-3992.1999.tb00003.xWhong, M. (2011). Language Teaching¿: Linguistic Theory in Practice. Edinburgh University Press. http://ezproxy.javeriana.edu.co:2048/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=357061&lang=es&site=eds-liveWilliams, J. P. (2008). Nonparticipant Observation. In L. M. Given (Ed.), The Sage encyclopedia of qualitative research methods. Sage Publications Inc.Xi, X. (2010). How do we go about investigating test fairness Language Testing, 27(2), 147-170. https://doi.org/10.1177/0265532209349465Yin, R. K. (2003). Case Study Research (3rd ed.). Sage Publications Inc.Yin, R. K. (2011). Qualitative research from start to finish. The Guilford Press.Yin, R. K. (2014). Case Study Research: Design and Methods (5th.). Sage Publications Inc.201710818PublicationTHUMBNAILA knowledge base of LAL for Colombian teachers of English -SH2022.pdf.jpgA knowledge base of LAL for Colombian teachers of English -SH2022.pdf.jpgIM Thumbnailimage/jpeg6035https://repositorio.uniandes.edu.co/bitstreams/b1e0d3c6-17e6-4e39-aa73-99ca67aeaed1/downloada97a675d65acf4c3d4fc86e4bbb2aa1fMD57Autorización entrega tesis repositorio-firmaAMT.pdf.jpgAutorización entrega tesis repositorio-firmaAMT.pdf.jpgIM Thumbnailimage/jpeg16396https://repositorio.uniandes.edu.co/bitstreams/e48b2d0c-de0d-4531-b83c-c952b23c488f/download42d7aed9c4c3cd239337a557f4b746d7MD59ORIGINALA knowledge base of LAL for Colombian teachers of English -SH2022.pdfA knowledge base of LAL for Colombian teachers of English -SH2022.pdfDocumentoapplication/pdf3711137https://repositorio.uniandes.edu.co/bitstreams/12c63b8b-b957-4191-a1d7-dc3060dd3f9c/downloadc18ee55fa3f9074fc1371ed41b2ad76bMD53Autorización entrega tesis repositorio-firmaAMT.pdfAutorización entrega tesis repositorio-firmaAMT.pdfHIDEapplication/pdf217358https://repositorio.uniandes.edu.co/bitstreams/5f5de843-44f4-4330-bd83-d0d4eb7cd84b/download0ee3a00971ad9a9384e3a0d27aca3a66MD54LICENSElicense.txtlicense.txttext/plain; charset=utf-81810https://repositorio.uniandes.edu.co/bitstreams/a28ffdc8-2b25-48ea-8f09-1759c212fef6/download5aa5c691a1ffe97abd12c2966efcb8d6MD55TEXTA knowledge base of LAL for Colombian teachers of English -SH2022.pdf.txtA knowledge base of LAL for Colombian teachers of English -SH2022.pdf.txtExtracted texttext/plain525336https://repositorio.uniandes.edu.co/bitstreams/277a6c92-2137-48e3-81a6-28ee0122421c/downloadbe44e98b7c08ea3ee55a0a1383e2d1bfMD56Autorización entrega tesis repositorio-firmaAMT.pdf.txtAutorización entrega tesis repositorio-firmaAMT.pdf.txtExtracted texttext/plain1163https://repositorio.uniandes.edu.co/bitstreams/89a811ca-6c0c-44eb-9582-0d93ff2c4840/download4491fe1afb58beaaef41a73cf7ff2e27MD58CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-81031https://repositorio.uniandes.edu.co/bitstreams/9c14a843-b0e8-4c4d-902f-dca226d5b181/download934f4ca17e109e0a05eaeaba504d7ce4MD521992/58507oai:repositorio.uniandes.edu.co:1992/585072023-10-10 16:45:11.628http://creativecommons.org/licenses/by-nc-sa/4.0/open.accesshttps://repositorio.uniandes.edu.coRepositorio institucional Sénecaadminrepositorio@uniandes.edu.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

A knowledge base of language assessment literacy for Colombian teachers of English

Publicaciones similares