Effects of Classroom Assessment Practices in a Foreign Language Reading Course (Efectos de las Prácticas de Evaluación en el Salón de Clase de un Curso de Lectura en Lengua Extranjera (LE))

Institucion Universitaria Columbo Americana UNCA. Calle 19 # 2A - 49 Second Floor, Bogata, Columbia. Tel: +571-2811777 Ext 1291; e-mail:gist@unica.edu.co; Web site: http://www.publicacionesunica.com/gist/index.php/gist/index

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Second Language Learning; Second Language Instruction; Alternative Assessment; English (Second Language); Language Teachers; Qualitative Research; Learning Processes; Foreign Countries; Questionnaires; Observation; Focus Groups; Diaries; Teacher Attitudes; State Universities; Teaching Methods; Evaluation Methods; Case Studies; Language Tests; Graduate Students; Reading Skills; Reading Strategies; Reading Tests; Student Attitudes; College Faculty; Pretests Posttests; Statistical Analysis

1692-5777

This article analyzes the various types of information that alternative assessment and traditional assessment practices provided in an English foreign language (FL) reading course for graduate students at a public university in Medellín, Colombia. This study followed the principles of qualitative research, and a case study was used as a research method. There were five instruments to collect data: questionnaires, observations, tests, focus groups, and the diary of the teacher. Findings suggest that the assessment practices applied in this course helped students and teachers recognize that learning occurred. The assessment practices also helped language practitioners learn more about the teaching and learning processes in FL reading. Conclusions suggest that language practitioners should include both alternative and traditional assessment in order to have a wider picture of the process of teaching and learning.

As Provided

39

2015

EJ1084402