Published
Exploring Teachers’ Practices for Assessing Reading Comprehension Abilities in English as a Foreign Language
Exploración de las prácticas de los profesores para evaluar las habilidades de comprensión lectora en inglés como lengua extranjera
Keywords:
Foreign language reading, reading abilities, reading comprehension, assessment criteria, teachers’ assessment practices (en)Lectura en lengua extranjera, habilidades lectoras, comprensión de lectura, criterios de evaluación, prácticas evaluativas de los docentes (es)
This paper reports the findings of an exploratory study that aimed at identifying the assessment practices that English teachers have in the reading comprehension program at Universidad de Antioquia. Data collection included documentary analysis and interviews of 15 teachers and of the head of the program. Findings suggest diverse practices in assessing reading comprehension, the use of quantitative instruments to evaluate qualitatively, students' lack of familiarity with qualitative assessment practices, teachers' lack of familiarity with alternative assessment and teachers' concern for verification of achievement of learning objectives. Conclusions highlight the need to expand the teachers' assessment repertoire through in-service programs designed for the specificity of teaching reading comprehension skills.
Este estudio exploratorio buscó identificar las prácticas evaluativas de los profesores de inglés en el programa de comprensión lectora de la Universidad de Antioquia. La recolección de datos incluyó un análisis documental y entrevistas con 15 profesores y el coordinador del programa. Los hallazgos sugieren prácticas diversas en la evaluación de la comprensión lectora, el uso de instrumentos cuantitativos para evaluar cualitativamente, la falta de familiaridad de los estudiantes con las prácticas de evaluación cualitativa, la falta de familiaridad de los profesores con la evaluación alternativa y la preocupación de los profesores por verificar el cumplimiento de los objetivos de aprendizaje. Las conclusiones señalan la necesidad de expandir el repertorio evaluativo de los profesores mediante programas de desarrollo profesional centrados en la enseñanza de habilidades en la comprensión lectora.
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