A knowledge base of language assessment literacy for Colombian teachers of English

dc.contributorTruscott de Mejía, Anne Marie
dc.contributorTejada Sánchez, Martha Isabel
dc.contributorNeumann, Heike
dc.contributorEducación para el bilingüismo y el multilingüismo
dc.creatorHernández Ocampo, Sonia Patricia
dc.date.accessioned2022-07-05T20:17:09Z
dc.date.available2022-07-05T20:17:09Z
dc.date.created2022-07-05T20:17:09Z
dc.date.issued2022-05-24
dc.identifierhttp://hdl.handle.net/1992/58507
dc.identifierinstname:Universidad de los Andes
dc.identifierreponame:Repositorio Institucional Séneca
dc.identifierrepourl:https://repositorio.uniandes.edu.co/
dc.description.abstractThe need to train language teachers in assessment has been identified worldwide. Besides, scholars have stated the importance of identifying teacher cognition so that learning of new content can be more effective. Considering these two aspects, this research proposes a knowledge base of language assessment literacy (LAL) for language teacher education programs in Colombia. To do so, I first determined what LAL should mean to the language teachers in the context for their practice, the classroom. Second, I analyzed how pre-service teachers were being trained in assessment in their programs, how they were being assessed in their English classes, as well as both pre- and in-service teachers' cognition about assessment. I used a variety of instruments to collect information in three cases that this qualitative multiple-case study was based on. These instruments-interviews, class observations, think-aloud protocols, questionnaires, and focus groups-were administered to both in-service and pre-service teachers in each of the cases; I also analyzed the assessment and English courses syllabi. Findings from the empirical study show that although there has been some progress in the training in assessment in Colombian language teaching programs, this is not enough. In addition, despite the acknowledgement of the importance of formative assessment and the need for summative assessment in the classroom, there seems to be a disregard for the latter and a non-coexistence of them both. This might imply low levels of LAL. Finally, the proposed model of a knowledge base of LAL for pre-service language teachers in Colombia emphasizes the commitment of in-service teachers to explicitly model assessment practices in their language lessons as a complement to the training offered in the language assessment courses included in the curricula.
dc.description.abstractA nivel global se ha identificado la necesidad de formar a los profesores de lengua en evaluación. Así mismo, algunos académicos han resaltado la importancia de identificar la cognición del profesor (lo que saben, creen y piensan (Borg, 2003)) con el fin de que sea más efectivo el aprendizaje de nuevos contenidos. Con base en estos dos aspectos, esta investigación propone un modelo para el conocimiento base que define la competencia en evaluación en lenguas (LAL por su sigla en inglés) para los programas de licenciatura en lenguas en Colombia. Primero se definieron los dominios de LAL para los profesores de lengua en el contexto de su práctica, el salón de clases. Después se analizó cómo se están formando los futuros profesores de lengua en el campo de la evaluación, de qué manera han sido evaluados en sus clases de lengua, y se identificó la cognición sobre evaluación de los docentes tanto en servicio como en formación. Los instrumentos utilizados para la recolección de información en los tres casos que conformaron este estudio de caso múltiple cualitativo fueron variados, a saber: entrevistas, observaciones de clase, protocolos del pensamiento manifestado, cuestionarios y grupos focales. Estos instrumentos se administraron a los profesores en servicio y a los profesores en formación (estudiantes). Igualmente, se analizaron los programas del curso de evaluación y de los de lengua. Los resultados del estudio empírico muestran que, si bien ha habido un progreso en la formación en evaluación en los programas de licenciatura en lenguas en Colombia, todavía no es suficiente. Además, a pesar del reconocimiento de la importancia de la evaluación formativa y la necesidad de la evaluación sumativa, pareciera haber un rechazo por esta última y cierta dificultad para que coexistan las dos en el salón de clase. Esto podría implicar bajos niveles de competencia en evaluación en lenguas. Finalmente, el modelo propuesto para determinar el conocimiento base de LAL para los profesores de lengua en formación en Colombia hace énfasis en el compromiso de los profesores en servicio para que modelen de manera explícita prácticas de evaluación en sus clases de lengua. Esto, como complemento a la formación que se debe ofrecer en los cursos de evaluación en lengua que se incluyan en los currículos de estos programas de licenciatura.
dc.languageeng
dc.publisherUniversidad de los Andes
dc.publisherDoctorado en Educación
dc.publisherFacultad de Educación
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dc.titleA knowledge base of language assessment literacy for Colombian teachers of English
dc.typeTrabajo de grado - Doctorado


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