Rethinking the Uses of Assessment in the Second Language Classroom
Publicado
may 10, 2017
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Ana Muñoz-Restrepo
http://orcid.org/0000-0002-6762-8762
http://orcid.org/0000-0002-6762-8762
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Resumen
El objetivo principal de este artículo es discutir los usos de la evaluación como herramienta para el aprendizaje de una segunda lengua. El artículo explica el concepto de la evaluación para el aprendizaje y describe cuatro estrategias que han demostrado ser eficaces para aumentar el aprendizaje de los estudiantes. Como conclusión, el artículo enfatiza la necesidad de cambiar las creencias respecto a la naturaleza y el papel de la evaluación en el proceso de aprendizaje.
Keywords
Assessment methods, goal setting, formative evaluation, self-assessment, feedbackMétodos de evaluación, establecimiento de metas, evaluación formativa, autoevaluación, retroalimentación
References
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Ballantyne, Roy; Hughes, Karen & Mylonas, Aliisa (2002). Developing Procedures for Implementing Peer Assessment in Large Classes Using an Action Research Process. Assessment & Evaluation in Higher Education, 27 (5), 427-441.
Black, Paul; Harrison, Christine; Lee, Clara; Marshall, Bethan & Wiliam, Dylan (2003). Assessment for Learning: Putting it into Practice. Buckingham: Open University Press.
Black, Paul; Harrison, Christine; Lee, Clara; Marshall, Bethan & Wiliam, Dylan (2004). Working inside the Black Box: Assessment for Learning in the Classroom. Phi Delta Kappan, 86 (1), 9-21.
Black, Paul & Jones, Jane (2006). Formative Assessment and the Learning and Teaching of MFL: Sharing the Language Learning Road Map with the Learners. Language Learning Journal, 34 (1), 4-9.
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Borg, Simon (2003). Teacher Cognition in Grammar Teaching: A Literature Review. Language Awareness, 12 (2), 96-108.
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Brown, Gavin T. L. (2004). Teachers' Conceptions of Assessment: Implications for Policy and Professional Development. Assessment in Education: Principles, Policy & Practice, 11 (3), 301-318.
Burke, Kay (2010). Balanced Assessment: From Formative to Summative. Bloomington, Indiana: Solution Tree Press.
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Chappuis, Stephen & Chappuis, Jan (2008). The Best Value in Formative Assessment. Educational Leadership, 65 (4), 14-19.
Cho, Kwangsu; Schunn, Christian D. & Wilson, Roy W. (2006). Validity and Reliability of Scaffolded Peer Assessment of Writing from Instructor and Student Perspectives. Journal of Educational Psychology, 98 (4), 891-901. Available at: https://pdfs.semanticscholar.org/26a6/92591bae818a72a33c5fd3bfc69e7735b257.pdf
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Falchikov, Nancy & Goldfinch, Judy (2000). Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks. Review of Educational Research, 70 (3), 287-322. Available at: http://journals.sagepub.com/doi/pdf/10.3102/00346543070003287
Gipps, Caroline V. (1994). Beyond Testing: towards a Theory of Educational Assessment. London: Falmer Press.
Hafner, John C. & Hafner, Patti M. (2003). Quantitative Analysis of the Rubric as an Assessment Tool: An Empirical Study of Student Peer-Group Rating. International Journal of Science Education, 25 (12), 1509-1528. Available at: https://sites.oxy.edu/hafner/publications/hafner_hafner_2003.pdf
Handley, Karen & Williams, Lindsay (2009). From Copying to Learning: Using Exemplars to Engage Students with Assessment Criteria and Feedback. Assessment & Evaluation in Higher Education. Available at: http://www.uws.edu.au/__data/assets/pdf_file/0004/169834/annotated_exemplars_with_feedback1.pdf
Harris, Michael (1997). Self-Assessment of Language Learning in Formal Settings. ELT Journal, 51 (1), 12-20.
Hattie, John & Timperley, Helen (2007). The Power of Feedback. Review of Educational Research, 77 (1), 81-112.
Henning, Grant (1987). A Guide to Language Testing: Development, Evaluation, Research. Rowley, Massachusetts: Newbury House.
Higgins, Richard; Hartley, Peter & Skelton, Alan (2001). Getting the Message Across: The Problem of Communicating Assessment Feedback. Teaching in Higher Education, 6 (2), 269-274. Available at: http://nitromart.co.uk/jem/docs/tt/getting%20the%20message%20across.pdf
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Jorba, Jaume & Sanmartí, Neus (1994). Enseñar, aprender y evaluar: un proceso de regulación continua. Barcelona: Ministerio de Educación y Cultura. Available at: https://sede.educacion.gob.es/publiventa/vistaPrevia.action?cod=41&area=E
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Lipnevich, Anastasiya & Smith, Jeffrey K. (2008). Response to Assessment Feedback: The Effects of Grades, Praise, and Source of Information. Educational Testing Service, ETS Research Report-08-30. Available at: https://www.ets.org/Media/Research/pdf/RR-08-30.pdf
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Orsmond, Paul; Merry, Stephen & Reiling, Kevin (2002). The Use of Exemplars and Student Derived Marking Criteria in Peer and Self-Assessment. Assessment & Evaluation in Higher Education, 27 (4), 309-323. Available at: https://ccli-nsf.wikispaces.com/file/view/use_ of_exemplars_formative_feedback.pdf
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Azarnoosh, Maryam (2013). Peer Assessment in an EFL Context: Attitudes and Friendship Bias. Language Testing in Asia, 3 (11), 1-10. Available at: https://languagetestingasia.springeropen.com/articles/10.1186/2229-0443-3-11
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Ballantyne, Roy; Hughes, Karen & Mylonas, Aliisa (2002). Developing Procedures for Implementing Peer Assessment in Large Classes Using an Action Research Process. Assessment & Evaluation in Higher Education, 27 (5), 427-441.
Black, Paul; Harrison, Christine; Lee, Clara; Marshall, Bethan & Wiliam, Dylan (2003). Assessment for Learning: Putting it into Practice. Buckingham: Open University Press.
Black, Paul; Harrison, Christine; Lee, Clara; Marshall, Bethan & Wiliam, Dylan (2004). Working inside the Black Box: Assessment for Learning in the Classroom. Phi Delta Kappan, 86 (1), 9-21.
Black, Paul & Jones, Jane (2006). Formative Assessment and the Learning and Teaching of MFL: Sharing the Language Learning Road Map with the Learners. Language Learning Journal, 34 (1), 4-9.
Black, Paul J. & Wiliam, Dylan (2003). The Development of Formative Assessment. In Brent Davies & John West-Burnham (eds.). International Handbook of Educational Leadership and Management, 409-418. London, , United Kingdom: Pearson.
Black, Paul & Wiliam, Dylan (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy and Practice, 5 (1), 7-74.
Borg, Simon (2003). Teacher Cognition in Grammar Teaching: A Literature Review. Language Awareness, 12 (2), 96-108.
Branden, Nathaniel (1999). The Art of Living Consciously: The Power of Awareness to Transform Everyday Life. New York: Simon & Schuster.
Brown, Gavin T. L. (2004). Teachers' Conceptions of Assessment: Implications for Policy and Professional Development. Assessment in Education: Principles, Policy & Practice, 11 (3), 301-318.
Burke, Kay (2010). Balanced Assessment: From Formative to Summative. Bloomington, Indiana: Solution Tree Press.
Butler, Ruth (1988). Enhancing and Undermining Intrinsic Motivation: the Effects of Task Involving and Ego-Involving Evaluation on Interest and Involvement. British Journal of Educational Psychology, 58 (1), 1-14.
Carter, Ronald & Nunan, David (2001). The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press.
Chappuis, Jan (2005). Helping Students Understand Assessment. Education-al Leadership, 63 (3), 39-43. Available at: http://teachingss.pbworks.com/f/Helping%2BStudents%2BUnderstand%2BAssessment.pdf
Chappuis, Stephen & Chappuis, Jan (2008). The Best Value in Formative Assessment. Educational Leadership, 65 (4), 14-19.
Cho, Kwangsu; Schunn, Christian D. & Wilson, Roy W. (2006). Validity and Reliability of Scaffolded Peer Assessment of Writing from Instructor and Student Perspectives. Journal of Educational Psychology, 98 (4), 891-901. Available at: https://pdfs.semanticscholar.org/26a6/92591bae818a72a33c5fd3bfc69e7735b257.pdf
Crome, Keith; Farrar, Ruth & O'Connor, Patrick (2009). What is Autonomous Learning? Discourse: Learning and Teaching in Philosophical and Religious Studies, 9 (1), 111-126.
Deci, Edward L.; Vallerand, Robert J.; Pelletier, Luc G. & Ryan, Richard M. (1991). Motivation in Education: The Self-Determination Perspective. Educational Psychologist, 26 (3&4), 325-346. Available at: https://pdfs.semanticscholar.org/6277/de5e8d8d8f39474eb754ef9bb8c 9c9b1c315.pdf
Dewett, Todd (2007). Linking Intrinsic Motivation, Risk Taking, and Employee Creativity in an R&D Environment. R&D Management, 37 (1), 197-208. Available at: http://www.optimizehire.com/wp-content/uploads/2013/05/Dewett_IntrinsicCreativityRandD_2007.pdf
Didau, David (2011). Fifty-One Ways of Introducing Learning Objectives. Available at: http://www.slideshare.net/didau/51-ways-to-intro duce-learning-objectives-9929425
Dunn, Karee E. & Mulvenon, Sean W. (2009). A Critical Review of Research on Formative Assessment: The Limited Scientific Evidence of the Impact of Formative Assessment in Education. Practical Assessment, Research & Evaluation, 14 (7), 1-11. Available at: http://pareonline.net/pdf/v14n7.pdf
Elliot, Andrew J. & Fryer, James W. (2008). The Goal Construct in Psychology. In James Y. Shah & Wendi L. Gardner (eds.). Handbook of Motivation Science, 235-250. New York: The Guilford Press.
Falchikov, Nancy & Goldfinch, Judy (2000). Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks. Review of Educational Research, 70 (3), 287-322. Available at: http://journals.sagepub.com/doi/pdf/10.3102/00346543070003287
Gipps, Caroline V. (1994). Beyond Testing: towards a Theory of Educational Assessment. London: Falmer Press.
Hafner, John C. & Hafner, Patti M. (2003). Quantitative Analysis of the Rubric as an Assessment Tool: An Empirical Study of Student Peer-Group Rating. International Journal of Science Education, 25 (12), 1509-1528. Available at: https://sites.oxy.edu/hafner/publications/hafner_hafner_2003.pdf
Handley, Karen & Williams, Lindsay (2009). From Copying to Learning: Using Exemplars to Engage Students with Assessment Criteria and Feedback. Assessment & Evaluation in Higher Education. Available at: http://www.uws.edu.au/__data/assets/pdf_file/0004/169834/annotated_exemplars_with_feedback1.pdf
Harris, Michael (1997). Self-Assessment of Language Learning in Formal Settings. ELT Journal, 51 (1), 12-20.
Hattie, John & Timperley, Helen (2007). The Power of Feedback. Review of Educational Research, 77 (1), 81-112.
Henning, Grant (1987). A Guide to Language Testing: Development, Evaluation, Research. Rowley, Massachusetts: Newbury House.
Higgins, Richard; Hartley, Peter & Skelton, Alan (2001). Getting the Message Across: The Problem of Communicating Assessment Feedback. Teaching in Higher Education, 6 (2), 269-274. Available at: http://nitromart.co.uk/jem/docs/tt/getting%20the%20message%20across.pdf
Ivanic, Roz; Clark, Ramy & Rimmershaw, Rachel (2000). What am I supposed to Make of This? The Messages Conveyed to Students by Tutors' Written Comments. In Mary R. Lea & Barry Stierer (eds.). Student Writing in Higher Education, 47-65. Buckingham, United Kingdom: Open University Press, New Contexts.
Jorba, Jaume & Sanmartí, Neus (1994). Enseñar, aprender y evaluar: un proceso de regulación continua. Barcelona: Ministerio de Educación y Cultura. Available at: https://sede.educacion.gob.es/publiventa/vistaPrevia.action?cod=41&area=E
Kluger, Avraham N. & DeNisi, Angelo (1996). The Effects of Feedback Interventions on Performance: a Historical Review, a Meta-Analysis, and a Preliminary Feedback Intervention Theory. Psychological Bulletin, 119 (2), 254-284. Available at: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.461.6812&rep=rep1&type=pdf
Latham, Gary P. (2003). Goal Setting: A Five-Step Approach to Behavior Change. Organizational Dynamics, 32 (3), 309-318. Available at: http://bevhills.pbworks.com/f/Five-Step-Approach.pdf
Li, Lan & Gao, Fei (2015). The Effect of Peer Assessment on Project Performance of Students at Different Learning Levels. Assessment and Evaluation in Higher Education, 41 (6), 885-900. doi:10.1080/02602938.2015.1048185.
Lipnevich, Anastasiya & Smith, Jeffrey K. (2008). Response to Assessment Feedback: The Effects of Grades, Praise, and Source of Information. Educational Testing Service, ETS Research Report-08-30. Available at: https://www.ets.org/Media/Research/pdf/RR-08-30.pdf
Locke, Edwin A.; Shaw, Karyll N.; Saari, Lise M. & Latham, Gary P. (1981). Goal Setting and Task Performance. Psychological Bulletin, 90 (1), 125-152.
Mager, Robert F. (1962). Preparing instructional objectives. Palo Alto, California: Fearon Publishers.
Majdoddin, Khadijeh (2010). Peer Assessment: An Alternative to Traditional Testing University of Tehran at Kish International Campus, Iran. The Modern Journal of Applied Linguistics, MJAL, 2 (5), 396-405. Available at: http://www.mjal.org/removedprofiles/2013/Peer%20assessment%20An%20alternative%20to%20traditional%20testing.pdf
Marzano, Robert J. (2004). Building Background Knowledge for Academic Achievement. Alexandria, Virginia: Association for Supervision and Curriculum Development, ASCD.
Marzano, Robert J.; Pickering, Debra J. & Pollock, Jane E. (2001). Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Alexandria, Virginia: Financial Times Prentice Hall.
Matsuno, Sumie (2009). Self-, Peer-, and Teacher- Assessments in Japanese University EFL Writing Classrooms. Language Testing, 29 (1), 75-100. Available at: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1030.1006&rep=rep1&type=pdf
McMillan, James H. & Hearn, Jessica (2008). Student Self-Assessment: The Key to Stronger Student Motivation and Higher Achievement. Educational Horizons, 87 (1), 40-49.
Miller, Wilma H. (1995). Alternative Assessment Techniques for Reading & Writing. San Francisco, California: Jossey-Bass.
Muñoz, Ana P. & Álvarez, Marta E. (2007). Students' Objectivity and Perception of Self-Assessment in an EFL Classroom. The Journal of Asia TEFL, 4 (2), 1-25. Available at: http://www.eafit.edu.co/2014/idio mas/centro-idiomas/Documents/Student%C2%B4s%20Objectivity%20and%20Perception%20of%20Self%20Assessment%20in%20 an%20EFL%20Classroom.pdf
Muñoz, Ana P. & Álvarez, Marta E. (2010). Washback of an Oral Assessment System in the EFL Classroom. Language Testing, 27 (1), 33-49. Available at: http://www.eafit.edu.co/2014/idiomas/centro-idiomas/Documents/Washback.pdf
Orsmond, Paul; Merry, Stephen & Reiling, Kevin (2002). The Use of Exemplars and Student Derived Marking Criteria in Peer and Self-Assessment. Assessment & Evaluation in Higher Education, 27 (4), 309-323. Available at: https://ccli-nsf.wikispaces.com/file/view/use_ of_exemplars_formative_feedback.pdf
Oscarson, Mats (1989). Self-assessment of Language Proficiency: Rationale and Applications. Language Testing, 6 (1), 1-13.
Reinders, Hayo & Lázaro, Noemí (2007). Current Approaches to Assessment in Self-Access Language Learning. Teaching English as a Second or Foreign Language, TESL-EJ, 11 (3), 1-13. Available at: http://www.tesl-ej.org/ej43/a2.pdf
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Cómo citar
Muñoz-Restrepo, A. (2017). Rethinking the Uses of Assessment in the Second Language Classroom. Magis, Revista Internacional De Investigación En Educación, 9(19), 115–132. https://doi.org/10.11144/Javeriana.m9-19.ruas
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