Perceptions of University Teachers of English About Assessment Practices in Colombia: a Phenomenological Study

Tovar Klinger, Cristian Jesus Y Guerrero Rodríquez., Mario (2021) Perceptions of University Teachers of English About Assessment Practices in Colombia: a Phenomenological Study. Editorial Universidad de Nariño, San juan de Pasto - Nariño. ISBN 978-628-7509-30-6

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Resumen

The increasing interest at almost all latitudes around the world about the quality of education in the whole levels of education is undeniable. According to William (2011), this new trend “has led us to an exploration of improving the quality of teachers in the profession”. Rieg (2007) found in a research study about teachers’ perceptions of their classroom assessment practice and skills that there were significant differences among teachers’ perceptions of the assessment strategies that were effective and in frequent use. These discrepancies about the perceptions in the instructional practice of assessment require a deeper understanding of how assessment informs the progress and difficulties of students to improve the quality in the learning of English as a foreign language. An alternative for a better understanding of the functioning of assessment within the instructional practice of English as a Foreign Language (EFL) may be the use of formative assessment as suggested by Black and Wiliam (2001). All activities undertaken by teachers, and by their students in assessing themselves, which provide information to modify the teaching and learning activities in which they are engaged become formative when the evidence is actually used to adapt the teaching work to meet the needs (p. 2). This book is the result of a qualitative research through which we used a phenomenological approach to discover and understand the beliefs of four EFL professors about the practice of assessment within the teaching and learning process of English as a foreign language in the undergraduate programs of a public university in Colombia. The data gathered in this study might provide EFL faculty members with information about how they might utilize the practice of assessment within the classroom and in the workplace to improve the quality in the learning of English as a foreign language. To this purpose, the following three research questions guided this study: 1) What are the beliefs of faculty members about the role of assessment in the teaching of English as a foreign language in undergraduate programs in a higher educational institution in Colombia? 2) How do EFL faculty members describe the practice of assessment in a Colombian higher educational institution, both in terms of their teaching EFL pre-service teachers and in their interactions with departmental colleagues? And 3) How do EFL faculty members interpret the implications of the guiding principles about assessment of a Colombian university, contained in its undergraduate Student Manual, and how those principles are reflected in their syllabi, for their instructional practice of English as a Foreign Language?

Tipo de Elemento:	Libro
Asunto:	L Educación > L Educación (General) P Lenguaje y Literatura > PE English
Division:	Libros | Editorial Universidad de Nariño
Depósito de Usuario:	Admin. SIRED UDENAR
Fecha Deposito:	04 Abr 2022 21:49
Ultima Modificación:	04 Abr 2022 21:49
URI:	http://sired.udenar.edu.co/id/eprint/7406

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