CHARACTERIZING ENGLISH ASSESSMENT INSTRUMENTS: AN OVERVIEW OF THEIR DESIGN

Detalhes bibliográficos
Autor(a) principal: Díaz Larenas, Claudio
Data de Publicação: 2021
Outros Autores: Jara Díaz, Alan Felipe, Rosales Orellana, Yesenia Ester, Sanhueza Villalón, María José
Tipo de documento: preprint
Idioma: spa
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/1834
Resumo: Assessment tends to be associated with students and learners; however, the term assessment encompasses both teachers and students. To understand the purpose of language assessment instruments, it is key to look for the designers and their preferences. This research aims to characterize 209 assessment instruments created by English teachers. This is a non-experimental and descriptive study that analyzes the types of instruments, the educational level, the language systems and skills, and the type and number of items. Two of the most important findings are related to the preferences Chilean English teachers have towards traditional assessment and the tendency to assess vocabulary and grammar; besides, the participants’ preference for tests and fill-in-the gap items.
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spelling CHARACTERIZING ENGLISH ASSESSMENT INSTRUMENTS: AN OVERVIEW OF THEIR DESIGNCARACTERIZACIÓN DE INSTRUMENTOS DE EVALUACIÓN DEL INGLÉS: UNA MIRADA A SU DISEÑOAssessmentteachingstudentstestsEvaluaciónenseñanzaestudiantespruebasAssessment tends to be associated with students and learners; however, the term assessment encompasses both teachers and students. To understand the purpose of language assessment instruments, it is key to look for the designers and their preferences. This research aims to characterize 209 assessment instruments created by English teachers. This is a non-experimental and descriptive study that analyzes the types of instruments, the educational level, the language systems and skills, and the type and number of items. Two of the most important findings are related to the preferences Chilean English teachers have towards traditional assessment and the tendency to assess vocabulary and grammar; besides, the participants’ preference for tests and fill-in-the gap items.La evaluación tiende a estar asociada a estudiantes y aprendices; sin embargo, el término evaluación abarca tanto a profesores como estudiantes. Para entender el propósito de los instrumentos de evaluación del idioma es clave examinar a los diseñadores y sus preferencias. El objetivo de esta investigación es caracterizar 209 instrumentos de evaluación creados por profesores de inglés. Se trata de un estudio no experimental y descriptivo, que analiza los tipos de instrumentos, el nivel educativo, los sistemas y habilidades de la lengua inglesa, y el tipo y número de ítems. Dos de los más importantes hallazgos están relacionados con las preferencias que los profesores de inglés chilenos tienen hacia la evaluación tradicional y la tendencia a evaluar el vocabulario y la gramática; además, de preferir los test e ítems de completación de oraciones como los de uso más común.SciELO PreprintsSciELO PreprintsSciELO Preprints2021-02-11info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/183410.1590/SciELOPreprints.1834spahttps://preprints.scielo.org/index.php/scielo/article/view/1834/2938Copyright (c) 2021 Claudio Díaz Larenas, Alan Felipe Jara Díaz, Yesenia Ester Rosales Orellana, María José Sanhueza Villalónhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessDíaz Larenas, ClaudioJara Díaz, Alan FelipeRosales Orellana, Yesenia EsterSanhueza Villalón, María Joséreponame:SciELO Preprintsinstname:SciELOinstacron:SCI2021-02-10T21:04:45Zoai:ops.preprints.scielo.org:preprint/1834Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2021-02-10T21:04:45SciELO Preprints - SciELOfalse
dc.title.none.fl_str_mv CHARACTERIZING ENGLISH ASSESSMENT INSTRUMENTS: AN OVERVIEW OF THEIR DESIGN
CARACTERIZACIÓN DE INSTRUMENTOS DE EVALUACIÓN DEL INGLÉS: UNA MIRADA A SU DISEÑO
title CHARACTERIZING ENGLISH ASSESSMENT INSTRUMENTS: AN OVERVIEW OF THEIR DESIGN
spellingShingle CHARACTERIZING ENGLISH ASSESSMENT INSTRUMENTS: AN OVERVIEW OF THEIR DESIGN
Díaz Larenas, Claudio
Assessment
teaching
students
tests
Evaluación
enseñanza
estudiantes
pruebas
title_short CHARACTERIZING ENGLISH ASSESSMENT INSTRUMENTS: AN OVERVIEW OF THEIR DESIGN
title_full CHARACTERIZING ENGLISH ASSESSMENT INSTRUMENTS: AN OVERVIEW OF THEIR DESIGN
title_fullStr CHARACTERIZING ENGLISH ASSESSMENT INSTRUMENTS: AN OVERVIEW OF THEIR DESIGN
title_full_unstemmed CHARACTERIZING ENGLISH ASSESSMENT INSTRUMENTS: AN OVERVIEW OF THEIR DESIGN
title_sort CHARACTERIZING ENGLISH ASSESSMENT INSTRUMENTS: AN OVERVIEW OF THEIR DESIGN
author Díaz Larenas, Claudio
author_facet Díaz Larenas, Claudio
Jara Díaz, Alan Felipe
Rosales Orellana, Yesenia Ester
Sanhueza Villalón, María José
author_role author
author2 Jara Díaz, Alan Felipe
Rosales Orellana, Yesenia Ester
Sanhueza Villalón, María José
author2_role author
author
author
dc.contributor.author.fl_str_mv Díaz Larenas, Claudio
Jara Díaz, Alan Felipe
Rosales Orellana, Yesenia Ester
Sanhueza Villalón, María José
dc.subject.por.fl_str_mv Assessment
teaching
students
tests
Evaluación
enseñanza
estudiantes
pruebas
topic Assessment
teaching
students
tests
Evaluación
enseñanza
estudiantes
pruebas
description Assessment tends to be associated with students and learners; however, the term assessment encompasses both teachers and students. To understand the purpose of language assessment instruments, it is key to look for the designers and their preferences. This research aims to characterize 209 assessment instruments created by English teachers. This is a non-experimental and descriptive study that analyzes the types of instruments, the educational level, the language systems and skills, and the type and number of items. Two of the most important findings are related to the preferences Chilean English teachers have towards traditional assessment and the tendency to assess vocabulary and grammar; besides, the participants’ preference for tests and fill-in-the gap items.
publishDate 2021
dc.date.none.fl_str_mv 2021-02-11
dc.type.driver.fl_str_mv info:eu-repo/semantics/preprint
info:eu-repo/semantics/publishedVersion
format preprint
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://preprints.scielo.org/index.php/scielo/preprint/view/1834
10.1590/SciELOPreprints.1834
url https://preprints.scielo.org/index.php/scielo/preprint/view/1834
identifier_str_mv 10.1590/SciELOPreprints.1834
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://preprints.scielo.org/index.php/scielo/article/view/1834/2938
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
dc.source.none.fl_str_mv reponame:SciELO Preprints
instname:SciELO
instacron:SCI
instname_str SciELO
instacron_str SCI
institution SCI
reponame_str SciELO Preprints
collection SciELO Preprints
repository.name.fl_str_mv SciELO Preprints - SciELO
repository.mail.fl_str_mv scielo.submission@scielo.org
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