<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0185-2760</journal-id>
<journal-title><![CDATA[Revista de la educación superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. educ. sup]]></abbrev-journal-title>
<issn>0185-2760</issn>
<publisher>
<publisher-name><![CDATA[Asociación Nacional de Universidades e Instituciones de Educación Superior de la República Mexicana A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-27602021000200131</article-id>
<article-id pub-id-type="doi">10.36857/resu.2021.198.1704</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Evaluación y Prácticas de estudiantes y profesores noveles chilenos en planificación y enseñanza]]></article-title>
<article-title xml:lang="en"><![CDATA[Assessment in English language teaching and learning: Practices of Chilean EFL pre-service and novice teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tagle]]></surname>
<given-names><![CDATA[Tania]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz]]></surname>
<given-names><![CDATA[Claudio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alarcón]]></surname>
<given-names><![CDATA[Paola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramos]]></surname>
<given-names><![CDATA[Lucía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quintana]]></surname>
<given-names><![CDATA[Marcela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Etchegaray]]></surname>
<given-names><![CDATA[Paulo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de Temuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Concepción  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Católica del Norte  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Arturo Prat  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Autónoma de Chile  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>50</volume>
<numero>198</numero>
<fpage>131</fpage>
<lpage>154</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-27602021000200131&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-27602021000200131&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-27602021000200131&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo de este estudio de caso cualitativo fue identificar las formas de evaluación utilizadas por estudiantes de pedagogía en inglés y profesores noveles de este idioma. Los participantes fueron 53 estudiantes de práctica pedagógica final pertenecientes a tres universidades chilenas y 33 docentes noveles egresados de estas instituciones. Los resultados indican que los sujetos evalúan formativamente y de manera similar objetivos asociados a contenidos lingüísticos y comprensión del idioma. Por otro lado, los docentes integran la evaluación sumativa de los mismos objetivos. Además, los estudiantes de pedagogía y los profesores difieren en cómo realizan la evaluación formativa del objetivo relacionado con la producción.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: 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.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Enseñanza de idiomas]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[evaluación educativa]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="en"><![CDATA[Language teaching]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[assessment]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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