Social Representations of Teachers on Social Media-mediated Formative Assessment

Authors

  • Danny Torres Universidad Distrital Francisco José de Caldas

DOI:

https://doi.org/10.17533/udea.ikala.v22n02a06

Keywords:

Formative assessment, social networks, social representations, TEFL

Abstract

This research report accounts for teachers’ social representations regarding
formative assessment practices by means of social networks. This inquiry aims
at building sense of pedagogical implications and reflections of this assessment
perspective. Regarding methodological issues, a grounded theory study was
accurate under the qualitative research logic; the interpretative nature of this
approach allowed to have a full scope of the social reality framed by teachers.
Thus, findings suggest representations of different order, accepting and
dismissing this inclusion in their teaching practices. Results also evidence
the need to reshape a non-instrumental insight of social networks usage, and
democratize evaluation tasks online.
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Author Biography

Danny Torres, Universidad Distrital Francisco José de Caldas

Adult Program Professor, Centro Colombo Americano, Bogotá, Colombia. Master in Education, Universidad Distrital Francisco José de Caldas (Colombia).

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Published

2017-05-31

How to Cite

Torres, D. (2017). Social Representations of Teachers on Social Media-mediated Formative Assessment. Íkala, Revista De Lenguaje Y Cultura, 22(2), 255–268. https://doi.org/10.17533/udea.ikala.v22n02a06

Issue

Vol. 22 No. 2

Section

Empirical Studies

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Copyright (c) 2017 Íkala

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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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