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Teachers’ Assessment Approaches Regarding EFL Students’ Speaking Skill
Enfoques de evaluación de los maestros con respecto a la habilidad oral de estudiantes de inglés como lengua extranjera
DOI:
https://doi.org/10.15446/profile.v23n1.85964Keywords:
English as a foreign language, speaking assessment, teacher education, university students (en)estudiantes universitarios, evaluación oral, formación docente, inglés como lengua extranjera (es)
This paper reports an exploratory and descriptive qualitative study on speaking assessment approaches in a teacher education program at a Colombian university. The study aimed to explore how four in-service English language teachers approach the assessment of students’ speaking skill. The data were gathered through classroom observations, interviews, and documentary analysis. Results revealed teachers’ preference for summative assessment practices to determine students’ progress regarding speaking. As a conclusion, teacher professional development in terms of language assessment may be seen as an alternative to develop significant assessment processes where students, teachers, and the institution can be benefited.
Este artículo informa acerca de un estudio cualitativo, exploratorio y descriptivo sobre enfoques evaluativos del habla en un programa de formación docente en una universidad colombiana. El estudio exploró cómo cuatro maestros de inglés abordan la evaluación de la habilidad del habla de los estudiantes. Los datos se recopilaron mediante observaciones, entrevistas y análisis documental. Los resultados revelaron la preferencia de los maestros por prácticas de evaluación sumativa para determinar el progreso de los estudiantes. Como conclusión, el desarrollo profesional de los docentes en términos de evaluación del lenguaje puede ser una alternativa para desarrollar procesos de evaluación significativos donde los estudiantes, los docentes y la institución puedan beneficiarse.
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Copyright (c) 2021 Jaime Fernando Duque-Aguilar
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