Abstract

TAGLE, Tania et al. Assessment in English language teaching and learning: Practices of Chilean EFL pre-service and novice teachers. Rev. educ. sup [online]. 2021, vol.50, n.198, pp.131-154.  Epub Oct 11, 2021. ISSN 0185-2760.  https://doi.org/10.36857/resu.2021.198.1704.

The objective of this qualitative case study was to identify the assess-ment practices of Chilean prospective and novice teachers of English language. The participants were 53 practicum teachers who were part of three Chilean universities and 33 novice teachers who graduated from the same institutions. The results indicate that the subjects consider formative assessment of instructional objectives based on linguistic contents and language comprehension. On the other hand, novice teachers implement summative assessment related to the same goals. Additionally, the pre-service and in-service teachers differ in the way they formatively assess learning objectives associated with language production.

Keywords : Language teaching; learning; assessment; teacher education.

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