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Planning an Online Assessment Course for English Language Teachers in Latin America
La planeación de un curso de evaluación en línea para docentes de inglés de Latinoamérica
DOI:
https://doi.org/10.15446/profile.v25n2.104703Keywords:
assessment literacy, language assessment literacy, language testing, teacher professional development (en)desarrollo profesional docente, evaluación de lenguas extranjeras, literacidad en evaluación, literacidad en evaluación de lenguas extranjeras (es)
In this article, we report the results of a study through which we collected English language teachers’ needs and wants to design an online language assessment course. Through a mixed-methods approach, we asked 20 teachers from four Latin American countries what they wanted to learn in the course. The teachers wanted a course in which they could address the challenges they faced in assessment; discuss and develop new ways to assess; and learn about authentic, valid, and ethical assessment. Therefore, the findings suggest that the teachers wanted a course that mixed theory, practice, and principles of assessment. Additionally, the course should address emerging topics in English language assessment, namely bilingual assessment and the assessment of learners with special educational needs.
En este artículo reportamos los hallazgos de una investigación mixta acerca de los deseos y necesidades en evaluación de un grupo de docentes de inglés con el objetivo de diseñar un curso en línea de evaluación de lenguas extranjeras. Tras ser entrevistados, veinte docentes de inglés de cuatro países latinoamericanos informaron que deseaban un curso que les permitiera discutir los retos de la evaluación; estudiar maneras novedosas de evaluar, y aprender sobre la evaluación auténtica, válida y ética. Es decir, un curso que incorpore la teoría, la práctica y los principios de evaluación y que además explore temas emergentes en la evaluación del inglés como lengua extranjera: la evaluación bilingüe y la evaluación de estudiantes con necesidades educativas especiales.
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1. Fabio Alberto Arismendi Gómez, Juan Felipe Zuluaga Molina, Juan Carlos Padilla Villada, Didier Armando Cano Mira, Alejandro Arroyave Tobón, Julieth Valencia Espinosa, Doris Colorado López, María Angélica Duque Narváez. (2025). Panorama de la enseñanza del francés en el departamento de Antioquia, Colombia. https://doi.org/10.17533/udea.978-958-501-240-0.
2. Frank Giraldo. (2025). Designing an Assessment Course for In-Service English Language Teachers in Colombia. Folios, (62), p.33. https://doi.org/10.17227/folios.62-20705.
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