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How do in-service EFL teachers assess student language learning? Analysis of English assessment instruments used in Chilean secondary schools
Tagle, Tania
Etchegaray, Paulo
Díaz, Claudio
Quintana, Marcela
Ramos, Lucía
University of Ljubljana
2024
The study analyses the assessment instruments designed by Chilean English as a Foreign Language (EFL) in-service teachers. The participants were 110 secondary school teachers from the central, northern, and southern areas of Chile. The data collection technique was document analysis of the assessment instruments designed in their teaching practices. The results suggest that the most typical instrument is a language test, while speaking/writing performance evaluations with rubrics and rating scales are used to a lesser degree, and all having writing, reading, grammar, and vocabulary as their primary assessment foci. It is suggested that universities and administrators of educational institutions promote opportunities for professional updating regarding language assessment. Moreover, pre-service teacher education needs to emphasize and strengthen this didactic dimension.
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How do in-service EFL teachers assess student language learning. Analysis of English assessment instruments used in Chilean secondary schools.pdf
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Language assessment
TEFL
In-service teachers
Teacher professional development
Pre-service teacher education