The English Teacher: His Beliefs about English Language Assessment at Primary, Secondary and Tertiary Levels

Authors

  • Claudio Díaz Larenas Universidad de Concepción
  • Paola Alarcón Hernández Universidad de Concepción
  • Mabel Ortiz Navarrete Universidad Católica de la Santísima Concepción

Keywords:

assessment, beliefs, English, teachers, educational levels

Abstract


The following paper aims at identifying beliefs about English language assessment from a group of thirty Chilean teachers from primary, secondary and tertiary levels. This research is a multiple case study that utilizes a semi-structured interview, journals and a Likert scale, whose data are analyzed through semantic content analysis with the use of the qualitative data analysis software Atlasti that helps to determine participants' beliefs about assessment. The conclusions indicate that the participants declare to hold a communicative assessment model; however, written tests predominate as assessment procedures to assess grammar and vocabulary in the three educational levels.

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Author Biographies

Claudio Díaz Larenas, Universidad de Concepción

holds a Ph.D. in Education and a Master of Arts in Linguistics from Universidad de Concepción, Chile. He currently works as full time professor at Universidad de Concepción, Chile.

Paola Alarcón Hernández, Universidad de Concepción

holds a Ph.D. degree and a Master of Arts in Linguistics from Universidad de Concepción, Chile. She is a full time professor at Universidad de Concepción, Chile.

Mabel Ortiz Navarrete, Universidad Católica de la Santísima Concepción

is a Ph.D. candidate in Linguistics and holds a Master’s degree in Information and Communication Technologies from Universidad de la Frontera, Chile. She is a full time professor at Universidad Católica de la Santísima Concepción, Chile.

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Published

2012-04-01

How to Cite

Díaz Larenas, C. ., Alarcón Hernández, P., & Ortiz Navarrete, M. . (2012). The English Teacher: His Beliefs about English Language Assessment at Primary, Secondary and Tertiary Levels. Íkala, Revista De Lenguaje Y Cultura, 17(1), 15–26. Retrieved from https://revistas.udea.edu.co/index.php/ikala/article/view/10039

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Section

Research papers