Effects of Classroom Assessment Practices in a Foreign Language Reading Course
ABSTRACT: 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 qual...
- Autores:
-
Lopera Medina, Sergio Alonso
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2015
- Institución:
- Universidad de Antioquia
- Repositorio:
- Repositorio UdeA
- Idioma:
- eng
- OAI Identifier:
- oai:bibliotecadigital.udea.edu.co:10495/18444
- Acceso en línea:
- http://hdl.handle.net/10495/18444
- Palabra clave:
- Focus groups
Qualitative research
Case studies
Teaching methods
Questionnaires
Cuestionario
Estudio de caso
Método de enseñanza
http://id.loc.gov/authorities/subjects/sh88002322
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- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Effects of Classroom Assessment Practices in a Foreign Language Reading Course |
| dc.title.translated.spa.fl_str_mv |
Efectos de las prácticas de evaluación en el salón de clase de un curso de lectura en lengua extranjera (LE) |
| title |
Effects of Classroom Assessment Practices in a Foreign Language Reading Course |
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Effects of Classroom Assessment Practices in a Foreign Language Reading Course Focus groups Qualitative research Case studies Teaching methods Questionnaires Cuestionario Estudio de caso Método de enseñanza http://id.loc.gov/authorities/subjects/sh88002322 http://id.loc.gov/authorities/subjects/sh99004969 http://vocabularies.unesco.org/thesaurus/concept6916 http://vocabularies.unesco.org/thesaurus/concept83 http://vocabularies.unesco.org/thesaurus/concept4723 |
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Effects of Classroom Assessment Practices in a Foreign Language Reading Course |
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Effects of Classroom Assessment Practices in a Foreign Language Reading Course |
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Effects of Classroom Assessment Practices in a Foreign Language Reading Course |
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Effects of Classroom Assessment Practices in a Foreign Language Reading Course |
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Effects of Classroom Assessment Practices in a Foreign Language Reading Course |
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Lopera Medina, Sergio Alonso |
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Lopera Medina, Sergio Alonso |
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Focus groups Qualitative research |
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Focus groups Qualitative research Case studies Teaching methods Questionnaires Cuestionario Estudio de caso Método de enseñanza http://id.loc.gov/authorities/subjects/sh88002322 http://id.loc.gov/authorities/subjects/sh99004969 http://vocabularies.unesco.org/thesaurus/concept6916 http://vocabularies.unesco.org/thesaurus/concept83 http://vocabularies.unesco.org/thesaurus/concept4723 |
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Case studies Teaching methods Questionnaires Cuestionario Estudio de caso Método de enseñanza |
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http://id.loc.gov/authorities/subjects/sh88002322 http://id.loc.gov/authorities/subjects/sh99004969 |
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http://vocabularies.unesco.org/thesaurus/concept6916 http://vocabularies.unesco.org/thesaurus/concept83 http://vocabularies.unesco.org/thesaurus/concept4723 |
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ABSTRACT: 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. |
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2015 |
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2015 |
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2021-02-16T16:21:52Z |
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2021-02-16T16:21:52Z |
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Artículo de investigación |
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2248-8391 |
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eng |
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eng |
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Gist Education and Learning Research Journal |
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Bogotá, Colombia |
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Lopera Medina, Sergio Alonso2021-02-16T16:21:52Z2021-02-16T16:21:52Z20151692-5777http://hdl.handle.net/10495/184442248-8391ABSTRACT: 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.RESUMEN: Este artículo analiza los diferentes tipos de información de las prácticas de evaluación alternativa y la evaluación tradicional que se brindaron en un curso de lectura de inglés como lengua extranjera ofrecido a estudiantes de postgrado en una Universidad pública en Medellín, Colombia. Este estudio siguió los principios de una investigación cualitativa y se utilizó el estudio de caso como método de investigación. Se aplicaron cinco instrumentos para recolectar la información: cuestionarios, observaciones, pruebas, grupos focales y el diario del profesor. Los resultados indican que las prácticas de evaluación aplicadas en este curso ayudaron tanto al profesor como a los estudiantes a reconocer que se generó aprendizaje. Las prácticas de evaluación también ayudaron a los involucrados a aprender más acerca de los procesos de enseñanza/aprendizaje en lectura en (LE). Las conclusiones sugieren que la comunidad educativa debe incluir tanto la evaluación alternativa como la evaluación tradicional para obtener una mirada más amplia de los procesos de enseñanza y aprendizaje.RESUMO: Este artigo analisa os diferentes tipos de informação das práticas de avaliação alternativa e a avaliação tradicional que se ofereceram em um curso de leitura inglês como língua estrangeira oferecida a estudantes de pós-graduação em uma Universidade pública em Medellín, Colômbia. Este estudo seguiu os princípios de uma pesquisa qualitativa e se utilizou o estudo de caso como método de pesquisa. Aplicaram-se cinco instrumentos para recolher a informação: questionários, observações, provas, grupos focais e o diário do professor. Os resultados indicam que as práticas de avaliação aplicadas neste curso ajudaram tanto ao professor quanto aos estudantes a reconhecer que se gerou aprendizado. As práticas de avaliação também ajudaram os envolvidos a aprender mais sobre os processos de ensino/aprendizado em leitura em (LE). As conclusões sugerem que a comunidade educativa deve incluir tanto a avaliação alternativa quanto a avaliação tradicional para obter uma mirada mais ampla dos processos de ensino e aprendizado17application/pdfengInstitución Universitaria Colombo AmericanaBogotá, Colombiahttps://creativecommons.org/licenses/by-nc-nd/4.0/http://creativecommons.org/licenses/by-nc-nd/2.5/co/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Focus groupsQualitative researchCase studiesTeaching methodsQuestionnairesCuestionarioEstudio de casoMétodo de enseñanzahttp://id.loc.gov/authorities/subjects/sh88002322http://id.loc.gov/authorities/subjects/sh99004969http://vocabularies.unesco.org/thesaurus/concept6916http://vocabularies.unesco.org/thesaurus/concept83http://vocabularies.unesco.org/thesaurus/concept4723Effects of Classroom Assessment Practices in a Foreign Language Reading CourseEfectos de las prácticas de evaluación en el salón de clase de un curso de lectura en lengua extranjera (LE)Artículo de investigaciónhttp://purl.org/coar/resource_type/c_2df8fbb1https://purl.org/redcol/resource_type/ARThttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionGIST25119Gist Education and Learning Research JournalPublicationLICENSElicense.txtlicense.txttext/plain; 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