Skip to main navigation menu Skip to main content Skip to site footer

Vol. 16 No. 2 (2023)
Enletawa Journal

Research Reports

Exploring Assessment and Feedback: EFL E-Learning in Saboyá during Covid-19

https://doi.org/10.19053/2011835X.14379

Published 2023-09-22

  • Andrés Chaparro
    • ,
  • Johanna Castillo
    • ,
  • Tatiana Herrera
    • ,
  • Lizeth Morales

Andrés Chaparro
Bosque University

Johanna Castillo
Bosque University

Tatiana Herrera
Bosque University

Lizeth Morales
Bosque University

Abstract

During the Covid-19 pandemic, teachers from a rural institution in Saboyá experienced a negative impact on their academic processes due to limited student access to the internet. The objective of this research was to identify and analyze the assessment strategies, mediated in e-learning, for English as a foreign language classes in a rural school. This investigation was based on a qualitative case study in which teachers from the institution voluntarily participated. The information was collected through questionnaires, artifacts, and field notes, and was analyzed through a triangulation process. The results revealed that the assessment strategy employed in this institution focused on the development of worksheets exchanged throughout WhatsApp. Consequently, the assessment had a primarily summative orientation. Furthermore, communication was limited to phone calls which resulted in a deficiency in the feedback process

Keywords

Assessment, assessment strategies, E-learning, English as a foreign language, worksheets, Covid-19

PDF (English) (Español)

Author Biography

Andrés Chaparro

He has a Bachelor’s degree in Bilingual Education. Currently, he studies a master’s in economics and politics in education at Externado University

Johanna Castillo

She has a Bachelor's degree in Bilingual Education from Bosque University

Tatiana Herrera

Bachelor of Bilingualism with an emphasis on teaching English at El Bosque University

Lizeth Morales

Bachelor of Bilingualism with an emphasis on teaching English at El Bosque University. 

References

  1. Ahmed, V., & Opoku, A. (2022). Technology supported learning and pedagogy in times of crisis: the case of COVID-19 pandemic. Education and information technologies, 27(1), 365-405. https://link.springer.com/content/pdf/10.1007/s10639-021-10706-w.pdf https://doi.org/10.1007/s10639-021-10706-w DOI: https://doi.org/10.1007/s10639-021-10706-w
  2. Atmojo, A., & Nugroho, A. (2020). EFL Classes Must Go Online! Teaching Activities and Challenges during COVID-19 Pandemic in Indonesia. Register Journal, 13(1). https://journalregister.iainsalatiga.ac.id/index.php/register/article/view/4051/pdf
  3. https://doi.org/10.18326/rgt.v13i1.49-76 DOI: https://doi.org/10.18326/rgt.v13i1.49-76
  4. Avrinia, R. (2022). Efl Teachers’ Challenges in Online Learning: A Phenomenology Study in Rural Area during Covid-19 Pandemic [Tesis de Maestría, Universidad Muhammadiyah de Malang]. https://etd.umm.ac.id/id/eprint/20/
  5. Bardhan, T., Mohanty, S, & Dey, A. (2020). Online Assessment Tools For E-Teaching And Learning: Making Icts More Handy. ResearchGate. https://www.researchgate.net/publication/344789706_online_assessment_tools_for_e-teaching_and_learning_making_icts_more_handy
  6. Batalla-Busquets, J. M., Plana Erta, D., & Martínez Argüelles, M. J. (2014). La importancia del feedback en un entorno virtual de aprendizaje. Revista Oikonomics. Revista de Economía, Empresa y Sociedad. (1)(Dossier). https://www.researchgate.net/publication/335427483_La_importancia_del_feedback_en_un_entorno_virtual_de_aprendizaje https://doi.org/10.7238/o.n1.1408 DOI: https://doi.org/10.7238/o.n1.1408
  7. Bell, B., & Cowie, B. (2001). Formative assessment and science education. Dordrecht, Netherlands: Kluwer Academic Publishers. Google Books. Retrieved from: https://books.google.com.co/books?id=i6VnKZc2V8gC&printsec=frontcover#v=onepage&q&f=false
  8. Borko, H., Kuffner, K. L., Arnold, S. C., Creighton, L., Stecher, B. M., Martinez, F., Dionne, B., & Gilbert, M. L. (2007). Using Artifacts to Describe Instruction: Lessons Learned from Studying Reform-Oriented Instruction in Middle School Mathematics and Science. CSE Technical Report 705. National Center for Research on Evaluation, Standards, and Student Testing (CRESST). Retrieved from: https://files.eric.ed.gov/fulltext/ED495852.pdf
  9. Congreso de la República de Colombia (2012). Ley 1581 de 2012. Retrieved from:
  10. http://www.secretariasenado.gov.co/senado/basedoc/ley_1581_2012.html
  11. Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles, CA: Sage https://www.ucg.ac.me/skladiste/blog_609332/objava_105202/fajlovi/Creswell.pdf
  12. https://doi.org/10.1080/15424065.2022.2046231 DOI: https://doi.org/10.1080/15424065.2022.2046231
  13. ECLAC-UNESCO. (2020). Education in the time of COVID-19. REPOSITORIO CEPAL. https://repositorio.cepal.org/bitstream/handle/11362/45905/1/S2000509_en.pdf
  14. Fernández Tilve, M. D., Álvarez Núñez, Q., & Mariño Fernández, R. (2013). E-learning: Otra manera de enseñar y aprender en una Universidad tradicionalmente presencial. Estudio de caso particular. Profesorado. Revista de Currículum y Formación de Profesorado, 17(3), 273-291.: https://www.redalyc.org/articulo.oa?id=56729527016
  15. https://doi.org/10.30827/profesorado.v21i2.10347 DOI: https://doi.org/10.30827/profesorado.v21i2.10347
  16. Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational research: An introduction (8th ed). New York, NY: Pearson. Retrieved from: https://secure.nodebox.net/gkjfduhfy/02-yvonne-kub/9780205488490-educational-research-an-introduction-8th-edition.pdf
  17. Hattie, J. y Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487 DOI: https://doi.org/10.3102/003465430298487
  18. Hindeme, U., Iwikotan, K., & Hounhanou, A. J. A. (2021). Assessing EFL Students’ Language Proficiency in Secondary School Classes in Benin. European Journal of Education and Pedagogy, 2(1), 12-19. https://www.ej-edu.org/index.php/ejedu/article/view/18/11 Https://doi.org/10.24018/ejedu.2021.2.1.18 DOI: https://doi.org/10.24018/ejedu.2021.2.1.18
  19. Jug, R., Jiang, X. S., & Bean, S. M. (2019). Giving and receiving effective feedback: A review article and how-to guide. Archives of pathology & laboratory medicine, 143(2), 244-250. https://doi.org/10.5858/arpa.2018-0058-ra DOI: https://doi.org/10.5858/arpa.2018-0058-RA
  20. Kuruvilla, E. (2018). Unit-11 ICT and Assessment. IGNOU.: https://www.egyankosh.ac.in/bitstream/123456789/46312/1/Unit-11.pdf
  21. Lee, C. D. (2014). Worksheet usage, reading achievement, classes' lack of readiness, and science achievement: A cross-country comparison. International Journal of Education in Mathematics, Science and Technology, 2(2). https://doi.org/10.18404/ijemst.38331 DOI: https://doi.org/10.18404/ijemst.38331
  22. Ligarretto, R. (2020). Educación virtual: realidad o ficción en tiempos de pandemia. Pesquisa Javeriana.https://www.javeriana.edu.co/pesquisa/educacion-virtual-realidad-o-ficcion-en-tiempos-de-pandemia/
  23. https://doi.org/10.26820/978-9942-826-85-5 DOI: https://doi.org/10.26820/978-9942-826-85-5
  24. McGuirk, P. M., & O'Neill, P. (2016). Using questionnaires in qualitative human geography. https://ro.uow.edu.au/cgi/viewcontent.cgi?article=3519&context=sspapers.
  25. Merriam, S. (1998). Case Study Research. San Francisco. Jossey-Nass Publishers. Retrieved from: http://www.appstate.edu/~jacksonay/rcoe/merriam.pdf
  26. Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons. Google Books. Available on: https://books.google.com.co/books?id=omQdCgAAQBAJ&printsec=frontcover&hl=es&source=gbs_atb#v=onepage&q&f=false
  27. Mulyono, H., Suryoputro, G., & Jamil, S. R. (2021). The application of WhatsApp to support online learning during the COVID-19 pandemic in Indonesia. Heliyon, 7(8).
  28. https://doi.org/10.1016/j.heliyon.2021.e07853 DOI: https://doi.org/10.1016/j.heliyon.2021.e07853
  29. Nagowah, S., & Nagowah, L. (2009). Assessment strategies to enhance students’ success. Conference Paper. Teaching and Learning. https://www.researchgate.net/publication/305032303_Assessment_Strategies_to_enhance_Students%27_Success
  30. Noushad, P.P. (2008). Cognitions about cognitions: the theory of metacognition. https://files.eric.ed.gov/fulltext/ED502151.pdf
  31. Nancy Carter, R. N., Bryant-Lukosius, D., & Alba DiCenso, R. N. (2014, September). The use of triangulation in qualitative research. In Oncology nursing forum (Vol. 41, No. 5, p. 545). Oncology Nursing Society. https://doi.org/10.1188/14.onf.545-547 DOI: https://doi.org/10.1188/14.ONF.545-547
  32. Páez Grosso, J. A. (2017). Worksheets based on vocabulary learning strategies to enhance students’ writing (Doctoral dissertation, Bogotá: Universidad Externado de Colombia, 2017). https://bdigital.uexternado.edu.co/bitstream/handle/001/516/CBA-Spa-2017-Worksheets_based_on_vocabulary_learning_strategies_to_enhance_students_writing.pdf;jsessionid=A16E68093282CD99D2FABDD749E94E65?sequence=11
  33. Phillippi, J., & Lauderdale, J. (2018). A guide to field notes for qualitative research: Context and conversation. Qualitative health research, 28(3), 381-388
  34. https://doi.org/10.1177/1049732317697102 DOI: https://doi.org/10.1177/1049732317697102
  35. Rusman, T., Maskun, M., & Suroto, S. (2021). Constraints to the Application of Online Learning during the Covid-19 Pandemic. https://doi.org/10.4108/eai.16-10-2020.2305258 DOI: https://doi.org/10.4108/eai.16-10-2020.2305258
  36. Sánchez Mendiola, M., & Martínez González, A. (2020). Evaluación del y para el aprendizaje: instrumentos y estrategias. Ciudad de México: UNAM.
  37. https://doi.org/10.22201/codeic.16076079e.2018.v19n6.a13 DOI: https://doi.org/10.22201/codeic.16076079e.2018.v19n6.a13
  38. Sánchez, J. S., Quiroga, K., & Ospina, A. (2020). Desafíos tecnológicos para el sector educativo de América Latina en tiempos de pandemia. Bogotá: PIPEC. https://repositorio.uniandes.edu.co/bitstream/handle/1992/45881/Desaf%C3%ADos%20tecnol%C3%B3gicos%20para%20el%20sector%20educativo%20de%20Am%C3%A9rica%20Latina%20en%20tiempos%20de%20pandemia.pdf?sequence=1
  39. Spiller, D. (2012). Assessment matters: Self-assessment and peer assessment. The University of Waikato, 13, 2-18. https://doi.org/10.4135/9781473915077.n32 DOI: https://doi.org/10.4135/9781473915077.n32
  40. Tomal, D. R. (2010). Action Research for Educators (2nd ed.). Rowman & Littlefield Education. Available on: https://books.google.at/books?id=GUu_AAAAQBAJ&printsec=frontcover&hl=es#v=onepage&q&f=false
  41. Topping, K.J., (1998). ‘Peer Assessment between Students in Colleges and Universities’, Review of Educational Research 68.3: 249-276. https://doi.org/10.3102/00346543068003249 DOI: https://doi.org/10.3102/00346543068003249
  42. Tosuncuoglu, I. (2018). Importance of Assessment in ELT. Journal of Education and Training Studies, 6(9), 163-167. https://files.eric.ed.gov/fulltext/EJ1188961.pdf DOI: https://doi.org/10.11114/jets.v6i9.3443
  43. Urrea Quintero, S. E., & Figueiredo de Sá, E. (2018). Escuela Nueva colombiana: análisis de sus guías de aprendizaje. Acta Scientiarium: Education, 40(3).
  44. https://doi.org/10.4025/actascieduc.v40i3.39727 DOI: https://doi.org/10.4025/actascieduc.v40i3.39727
  45. Vallejo, R., & de Franco, M. F. (2009). La triangulación como procedimiento de análisis para investigaciones educativas. Redhecs, 7(4), 117-133. http://ojs.urbe.edu/index.php/redhecs/article/view/84
  46. Williams, Keith; Kear, Karen and Rosewell, Jon (2012). Quality Assessment for E-learning: a Benchmarking Approach (2nd ed.). Heerlen, The Netherlands: European Association of Distance Teaching Universities (EADTU). http://oro.open.ac.uk/34632/2/3D5D7C.pdf
  47. Yambi, T. (2018). Assessment and evaluation in education. University Federal do Rio de Janeiro, Brazil. https://www.researchgate.net/publication/342918149_ASSESSMENT_AND_EVALUATION_IN_EDUCATION

Downloads

Download data is not yet available.

Similar Articles

1 2 > >> 

You may also start an advanced similarity search for this article.