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))

Autor/in	Medina, Sergio Alonso Lopera
Titel	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))
Quelle	In: GIST Education and Learning Research Journal, (2015) 11, S.9-25 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1692-5777
Schlagwörter	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; Colombia + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Qualitative Forschung; Learning process; Lernprozess; Ausland; Fragebogen; Beobachtung; Diary; Tagebuch; Lehrerverhalten; Staatliche Universität; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Language test; Sprachtest; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Reading skill; Lesefertigkeit; Reading strategy; Leselernstufe; Lesetechnik; Lesetest; Schülerverhalten; Fakultät; Statistische Analyse; Kolumbien
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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01