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No. 43 (2024)
Publicación continua

Language pedagogy

Current Status of English as a Foreign Language Evaluation in Colombia

https://doi.org/10.19053/uptc.0121053X.n43.2024.16675

Published 2024-06-13

  • Katherin Pérez-Rojas
    • ,
  • Carolina Herrera Carvajal

Katherin Pérez-Rojas
Instituto Tecnológico Metropolitano

Carolina Herrera Carvajal
Universidad de Antioquia

Abstract

This article presents the current status of bibliographical production of the research in the field of assessment of English as a foreign language in Colombia. A collection and analysis of the main Colombian academic production related to the principles, definitions, and criteria of EFL assessment was conducted in order to identify the most relevant topics. Following an analysis of the data, four main areas were identified as the most relevant for research purposes: teachers’ assessment literacy, assessment of language skills, alternative assessment, and standardized testing. The four areas of agreement identified in this study are united by a common concern: the necessity for teachers to have access to robust and continuous professional development programs that encompass not only theoretical foundations and literacies about assessment, but also practical tools and instruments that can be utilized in any EFL context.

Keywords

assessment literacy, assessment of language skills, alternative assessment, standardized testing, EFL

ePub (Español) pdf (Español)

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