Mostrando ítems 1-3 de 3

Chilean Preservice Teachers’ Metaphors of English Language Assessment

Díaz Larenas, Claudio Heraldo; Aravena Figueroa, Paz; Cisternas Martínez5, Leslie; Ortiz Navarrete, Mabel; Gómez Paniagua, Juan Fernando (Asociación Mexicana de Maestros de Inglés Mextesol A.C.México, 2022)

Abstract The current study identifies and analyzes, through metaphor analysis, the conceptualizations and beliefs preservice teachers of English hold about three different dimensions of the language assessment process: ...
EFL in-service teachers' self-reported perspectives on English language assessment

Díaz Larenas, Claudio Heraldo; Tagle Ochoa, Tania; Ortiz Navarrete, Mabel; Gómez Paniagua, Juan Fernando (Universidad de Playa Ancha de Ciencias de la EducaciónChile, 2022)

The purpose of the following quantitative non-experimental and cross-sectional research study is to examine in-service teachers’ perceived views, skills, and practices towards the assessment of the English language. A ...
English Language Assessment: Pre-service Teachers’ Self-Reported Views

Díaz Larenas, Claudio Heraldo; Ortiz Navarrete, Mabel; Gómez Paniagua, Juan Fernando (Eskişehir Osmangazi UniversityTurquía, 2023)

Both assessment and the teacher’s role as one of the main assessors of student learning are central components of the English teaching and learning process. This quantitative, non-experimental, and cross-sectional study ...

Envíos recientes

Chilean Preservice Teachers’ Metaphors of English Language Assessment
...
Díaz Larenas, Claudio Heraldo | 2022

Abstract The current study identifies and analyzes, through metaphor analysis, the conceptualizations and beliefs preservice teachers of English hold about three different dimensions of the language assessment process: teachers, students, and assessment itself. Forty-nine preservice teachers from the second to the fifth year of their English Teaching Program answered a metaphor questionnaire in which they created a metaphor for each of the three dimensions above. Then, these metaphors were later analyzed using predominantly qualitative techniques. A metaphoric analysis protocol allowed the metaphors to be coded and sorted based on the participants’ reasoning into the roles participants considered teachers, students, and assessment played in the process of assessment. Findings were organized into three dimensions: teachers’ roles, students’ roles, and the role of assessment. Seven different metaphoric representations of teachers’ roles in assessment were identified, while three were found for students and two for assessment. The present study also revealed that the preservice teachers held varied metaphors regarding the process of language assessment, showing a complex and deep understanding of the purposes of assessment from the role of teachers and students. There is a need for further study to understand why preservice teachers assigned these roles to these agents.

LEER
EFL in-service teachers' self-reported perspectives on English language assessment
...
Díaz Larenas, Claudio Heraldo | 2022

The purpose of the following quantitative non-experimental and cross-sectional research study is to examine in-service teachers’ perceived views, skills, and practices towards the assessment of the English language. A sample of 315 in-service Chilean teachers took part in this study and data was collected through the Classroom Assessment Practices and Skills (CAPS) scale. Descriptive statistics and exploratory factor analysis were used to analyze the results. Findings indicated that in-service teachers perceived monitoring students´ learning as the purpose of assessment and agreed on the importance of diagnostic exams. Participants also considered making sure tests included all content taught and the use of assessment results for planning, as strong skills. Finally, the in-service teachers´ most frequent practices were associated with the design and feedback of assessment instruments. Keywords: in-service teachers´ perceptions, language assessment literacy, English language assessment, assessment skills, classroom assessment practices

LEER
English Language Assessment: Pre-service Teachers’ Self-Reported Views
...
Díaz Larenas, Claudio Heraldo | 2023

Both assessment and the teacher’s role as one of the main assessors of student learning are central components of the English teaching and learning process. This quantitative, non-experimental, and cross-sectional study seeks to explore preservice teachers’ perceived views, skills, and frequent practices towards English language assessment. The sample comprised 257 Chilean pre-service teachers, whose assessment perspectives were collected through three subscales. To analyze the data, mean scores and standard deviations were calculated. Additionally, a ttest was applied to identify statistical differences among participants’ responses, and an exploratory factor analysis was conducted to identify inter-related variables. Findings revealed participants’ views included that more training on assessment was necessary and that the purpose of assessment was monitoring the students’ learning progress. Regarding skills, participants expressed more confidence in formulating true or false items, assigning grades fairly, and providing written feedback. Furthermore, the participants’ most frequent assessment practices dealt with designing evaluations and providing feedback, rather than analyzing and communicating parametric results. The importance of this study lies in the understanding of how pre-service teachers perceived the assessment process and reflected upon their strengths, weaknesses, and assessment practices. Similar studies are encouraged to integrate the views, skills, and practices of in-service teachers of English. Keywords: language assessment literacy, language assessment, assessment skills, assessment practices, assessment self-perceived views

LEER

Repositorio
Digital

Listar por autor "Ortiz Navarrete, Mabel"

Chilean Preservice Teachers’ Metaphors of English Language Assessment

EFL in-service teachers' self-reported perspectives on English language assessment

English Language Assessment: Pre-service Teachers’ Self-Reported Views

Envíos recientes

Chilean Preservice Teachers’ Metaphors of English Language Assessment

EFL in-service teachers' self-reported perspectives on English language assessment

English Language Assessment: Pre-service Teachers’ Self-Reported Views

Listar por autor "Ortiz Navarrete, Mabel"

Chilean Preservice Teachers’ Metaphors of English Language Assessment ﻿

EFL in-service teachers' self-reported perspectives on English language assessment ﻿

English Language Assessment: Pre-service Teachers’ Self-Reported Views ﻿

Envíos recientes

Chilean Preservice Teachers’ Metaphors of English Language Assessment

EFL in-service teachers' self-reported perspectives on English language assessment

English Language Assessment: Pre-service Teachers’ Self-Reported Views

Chilean Preservice Teachers’ Metaphors of English Language Assessment

EFL in-service teachers' self-reported perspectives on English language assessment

English Language Assessment: Pre-service Teachers’ Self-Reported Views