Teachers' Assessment Approaches Regarding EFL Students' Speaking Skill

Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: https://revistas.unal.edu.co/index.php/profile/

Y

17

Student Evaluation; Evaluation Methods; Speech Communication; Teacher Education Programs; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Language Teachers; Faculty Development; Summative Evaluation; Teacher Attitudes; Preferences; Accuracy; Feedback (Response); Classroom Observation Techniques

1657-0790

This paper reports an exploratory and descriptive qualitative study on speaking assessment approaches in a teacher education program at a Colombian university. The study aimed to explore how four in-service English language teachers approach the assessment of students' speaking skill. The data were gathered through classroom observations, interviews, and documentary analysis. Results revealed teachers' preference for summative assessment practices to determine students' progress regarding speaking. As a conclusion, teacher professional development in terms of language assessment may be seen as an alternative to develop significant assessment processes where students, teachers, and the institution can be benefited.

As Provided

2021

EJ1284170