Analysis of Assessment Instruments Used in Foreign Language Teaching
This article presents partial results of a research project on foreign language teachers' discourse and practices with respect to assessment, the aim of which is to improve teachers' assessment practices. The study, conducted in two Colombian universities, has various components: analysis of documents, interviews with teachers and students, and workshops with participating teachers in order to qualify them and agree on an improved assessment system. In this report we discuss the analysis made of tests, grids, registers, and forms and other kinds of instruments that teachers use to assess their students. For the analysis of instruments we used an inductive-deductive procedure whereby categories emerging from a first analysis of instruments were then refined by comparing them to those proposed by Bachman and Palmer (1996) and other authors. In general, teachers seem to prefer "hard" over "soft" types of assessment. Moreover, the qualities of assessment on which they seem to rely the most are practicality and reliability; and the ones least taken into consideration are authenticity and interactivity.
Received: 15-06-04 /Accepted: 03-08-04
How to reference this article:
Frodden Armstrong, M. C., Restrepo Marín, M. I. & Maturana Patarroyo, L. (2004). Analysis of Assessment Instruments Used in Foreign Language Teaching. Íkala. 9(1), pp. 171 – 201
Alte Members, 1998, Mutilingual Glossary of Language Testing Terms, Cambridge, Cambridge University Press.
Altrichter, H., P. Posch, and B. Somekh, 1993, Teachers investigate their work. An introduction to the methods of action research, London, Routledge.
Bachman, E.L., and A.S., Palmer, 1996, Language Testing in Practice: Designing and Developing Useful Language Tests, Oxford, Oxford University Press.
Brown, J. D., and T. Hudson, 1998, “The Alternatives in Language Assessment”, TESOL Quarterly, 32(4), Waldorf.
Burns, A., 1999, Collaborative Action Research for English Language Teachers. Cambridge, Cambridge University Press.
Bustos, F., 1997, Mutaciones en Evaluación y Lineamientos del Ministerio: Análisis y Crítica. (Mimeo excerpt published by Vicerrectoría de Docencia, Universidad de Antioquia).
Carroll, B. J., 1993 (aoû.-sep.), “Typologie des tests de langue”, Le Français dans le Monde, numéro spécial: Évaluation et certifications en langue étrangère.
Genesee, F., and J.A. Upshur, 1996, Classroom-based Evaluation in Second Language Education, Cambridge, Cambridge University Press.
Instituto Cervantes, 2002, Marco de referencia europeo para el aprendizaje, la enseñanza y la evaluación de lenguas, (Translation by Alejandro Valero Fernández), Web site: http://cvc.cervantes.es/obref/marco.
Jorba, J., and E. Casellas, eds., 1997, La regulación y la autorregulación de los aprendizajes, Madrid, Síntesis. Kemmis, S. and R. McTaggart, 1988, The Action Research Planner, Australia, Deakin University Press.
Piéron, H., 1969, Examens et docimologie, Paris, Presses universitaires de France. Salinas, M.L., s.f., La Evaluación de los Aprendizajes en la Universidad, Facultad de Educación, Universidad de Antioquia
Shohamy, E., 2001, The Power of Tests. A Critical Perspective on the Uses of Language Tests, Essex, Pearson Education Limited.
Copyright (c) Íkala, Revista de Lenguaje y Cultura
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The authors that publish in this journal accept the following conditions:
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
Share alike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.